Education for a Global Era: Reflections of an Asian Teacher Education Faculty
Secondary and Middle Grades Education
This chapter aims to contribute to the existing literature by examining one Asian/Chinese teacher education faculty's efforts to introduce the relevance and centrality of global perspectives into social studies education. The author shares traveling experiences global identities in the United States. Zong speaks of how traveling subjects negotiate both insider as well as outsider identities in various locales. Noting the significance of recognizing epistemological differences, Zong explores the value of providing multiple readings of events in China that are circulated in various media outlets in the United States and in China. Essentialist viewpoints and stereotypes, according to Zong, have shaped how China has been and continues to be represented in mainstream media.