International Studies and the Global Community: Transforming the Agenda
- Heidi H. Hobbs, Heidi H. HobbsSchool of Public and International Affairs, North Carolina State University
- Harry I. ChernotskyHarry I. ChernotskyDepartment of Global Studies, The University of North Carolina at Charlotte
- and Darin H. Van TassellDarin H. Van TassellDepartment of Political Science, Georgia Southern University
International Studies majors evolved as a reflection of broader trends toward internationalizing higher education in the United States. However, International Studies has historically lacked an integrative framework. In particular, it has been described as approximating “all things international” and the point at which multiple disciplines converge. This variation and lack of identity have resulted in the random ways International Studies programs have developed in terms of their core curricula, faculty, and variety of institutional homes. The search for an International Studies paradigm that can unite the various disciplines comprising the field has spawned a debate over globalization between the so-called hyperglobalizers, who emphasize the progressive erosion of the borders that have differentiated national economies and sustained the centrality of nation-states, and their critics, who point to the resilience and political endurance of the nation-state system and the continuing capacity of states to regulate the global economy. Another view, representing the third wave of globalization theory, suggests that globalization is an extremely complex phenomenon. One key element that should frame International Studies curricula is to foster an understanding of the multiple perspectives guiding perceptions and visions across the world. The core curriculum should adress the following issues: political awareness, economic understanding, cultural competency, international cooperation, and global citizenship.