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In recent years, more and more attention has been paid to international education in schools in the USA. Education professionals, business leaders, and politicians realize that schools and school leaders must identify multiple opportunities for students to interact with and experience a global society. Nationally, there has been a considerable investment of funds by several key foundations and much political talk about the need to push American education towards a model of schooling that expressly responds to the need for internationally competent citizens. Using mixed methodology design, this study is fueled by a desire to better understand several overarching elements in international education. In short, the authors of this paper posit that no further research, policy formation, or program development within the realm of international education for public schools can be undertaken until an understanding of the current state of international education and the capacity for internationalization is empirically explored. [ABSTRACT FROM AUTHOR]

Background: In many countries, working towards a truly inclusive national citizenship means deconstructing hegemonic structures that are deeply entrenched. Moving outside of the borders toward a global citizenship hints at giving up on what has been a long road toward multicultural citizenship. Abalance between including and empowering diverse populations within borders as a part of citizenship education is critical. Likewise, future citizens must be prepared to conceive of a borderless world and interact with cultures different from their own. Literature that empirically examines the relationship between global citizenship and multicultural citizenship is sparse. This paper explores this tension, using the case of Germany. Purpose: The overall aims of this study were to explore German teachers' valuesand beliefs about citizenship education in light of new citizenship and immigration laws, and in light of European and global influences, as well. Design/method/sample: A qualitative research design was employed to capture arange of German social studies teachers' views on citizenship, diversity and education. Interviews were conducted with 43 teachers from five different states across Germany. The constant comparative method of analysis was used to analyse these data. Findings: The analysis suggests the existence of four major themes: 'Peaceful Europe', and 'Rejection of Europeanisation', 'Christian like us' and 'Multicultural = European'. Taken as a whole, these categories show that the teachers did engage with both multicultural and global citizenship ideas, but they did so ina manner that created limits on both concepts. European citizenship emerged as a means of comfortably addressing diversity and, perhaps unintentionally, disenfranchising non-ethnic Europeans present in the classroom from accessing this concept of citizenship. [ABSTRACT FROM AUTHOR]

The article discusses the comparative study of the immigrant and citizenship policies for ethnic returnees including the Aussiedler in Germany and Nikkeijin in Japan. It informs that Aussiedler could obtain citizenship, compulsory education, financial and housing support and extensive, free language classes, while Nikkeijin could acquire volunteer language classes, limited educational opportunities and no political, financial or housing support from the government. It was suggested that educational policies should adapt citizenship education and humanities curriculum with expanded borders of citizenship and ethnicity. The policies of both countries have been based on jus sanguinis, the principle that one's nationality at birth is the same as that of one's biological parents.

This article presents an analysis of the secondary civics education curricula in three European Union countries, namely Austria, Germany, and Denmark. The advent of international economic integration and monetary union has emphasized the necessity for creating citizens with a European sense of identity as well as a national identity. The challenge is for member states to transform their national educational philosophies and policies toward a system that recognizes and internalizes values embraced across European Union countries.