Introduction

Globalization came as a shock to the U.S. generation that won World War II and even to the Baby Boomers who followed. The current generation is different. International elements surround today's children from birth. Their first toys have tags showing that they were made in China, Thailand, or Malaysia. As youngsters, they may have attended Montessori schools that use methods developed by an Italian doctor or, under the influence of Japanese musician, Shinichi Suzuki, been gently nurtured to play an instrument. Long before leaving for junior years abroad, students expect to share classrooms and playgrounds with children whose heritages are Mexican, Nigerian, and Korean. Young people are growing up without a competitive edge in a world where democracy is not a shared goal. Their families work for multinational firms, complain about jobs outsourced to foreign companies, vacation where exchange rates provide the best value, or travel only as far as the price of Middle Eastern oil permits.

     National boundaries fail to shield today's children from the rest of the world's languages, religions, and drug traffickiing. Back in 1939, when isolationists were determined to keep the United States out of World War II, Senator Arthur Vandenberg thanked God for the protection of "two insulating oceans." Nowadays, neither the Atlantic nor the Pacific prevents global communication and terrorism from bringing the wide world home. When one billion people are international travelers every year, oceans no longer insulate anyone from tuberculosis or mosquito-borne diseases like the Zika virus. Neither can lines on a map limit where today's young people will work, the cultures they will share, nor the problems they will solve.

     Globalization requires an international, interconnected perspective. Children who have lived outside the country where they were born already may possess the cosmopolitan savvy to feel comfortable wherever they are plopped down in the world. But stay-at-home kids need not cede to their well traveled cohorts the feeling of being comfortable with foreign cultures, knowledge of world geography, the will to deal with environmental challenges, or decisions about war and peace. Teachers and parents now have access to resources at home and on the Internet that enable them to help young people acquire both a taste for what the world has to offer and confidence that they can contribute something to the world.

     My granddaughter's interest in Italy began with mythology. She knows everything about chimeras. These three-part lion, goat, and serpent creatures terrorized Asia Minor until a hero riding on Pegasus killed one. When my granddaughter learned there was a bronze chimera statue in Florence, that city became her dream destination. Although she has yet to travel outside the United States, she took me directly to a book store's language section and showed me the Italian workbook and interactive CD-ROM she wanted for her birthday. Mythology, art, and language combined to widen my granddaughter's view of the world. In a similar way, young athletes might develop their international perspective after watching the Olympics in London this summer. For other children, a foreign coin, a "Made in Bangladesh" clothing label, or a musical rainstick could stimulate interest in their world. This global awareness is what my blog is designed to foster.