The Classroom as a Global Community Nationality and Region Chapter 7

Education in a Global Society One purpose of schools is to prepare students for life in the larger societies in which they live. Today’s “larger society” is the whole world. Educators are beginning to seek out concepts, skills, and strategies that will help American students become more aware of and comfortable in a global society.

What Is Globalization? Interconnectedness among people and states, by virtue of: Economic systems Environmental systems Communication systems Political systems Social systems

Cold War Era vs. Globalization Division and walls National loyalties Friends and enemies One-on-one communication technologies (e.g., telegraph, telephone) Globalization Integration and webs International loyalties All are competitors Multiperson communication technologies (e.g., the Internet, cable TV)

Globalization and Three “Balances” Traditional balance of power now in the hands of one nation, the United States Economic balance between nation-states and global markets Sensitive balance between individuals and nation-states; technology gives individuals more power

Teaching for a Global Purpose: Three Questions How do we learn about one another in ways that span boundaries and enlarge understanding? How do we do this in a way that respects the sacred while promoting the secular? How do we interact with others so as to grasp the essence of other people’s contributions?

Education for a Global Perspective The National Council for the Social Studies: a global perspective… Emphasizes human experience influenced by transnational, cross-cultural, and multicultural and multiethnic interaction Emphasizes citizen participation at both local and international levels cont.

Emphasizes the wide variety of actors on the world stage Emphasizes that the fate of humankind cannot be separated from the state of the global environment Emphasizes that there are linkages between present social, political, and ecological realities and alternative futures

Demands of a Global Society A healthy, well-functioning global society demands that individuals have the ability to think, perceive, communicate, and behave in new and different ways with people from many different backgrounds. The preparation of individuals for these kinds of interactions is the goal of global or international education.

Curriculum Transformation: The International Perspective Robert Hanvey has identified what he calls “An Attainable Global Perspective” (1978) Consists of five elements of a global perspective that educators can transform into teachable skills and perspectives that cut across academic disciplines and grade levels

Five Elements of a Global Perspective Perspective Consciousness: Awareness that one’s view of the world is not universally shared. For example: Differences in views of the relationships of human beings and nature Differences in views of the role of women in society Differences in views regarding people with disabilities

State of the Planet Awareness: Knowledge of prevailing world conditions and trends: Population growth and migration Economic conditions Resources and the physical environment Political developments Advances in science, technology, law, and health Awareness of world conflicts

Cross-Cultural Awareness: Knowledge of social and cultural diversity around the world: Awareness of superficial cultural traits; often the basis of stereotypes Awareness of significant but more subtle cultural traits; often the result of culture conflict situations Awareness of other cultures from the inside; often the result of cultural immersion

Knowledge of Global Dynamics or World Systems: Requires modest understanding of how world ecosystems operate: The interconnectedness of events and decisions The unanticipated effects of economic and political decisions

Awareness of Human Choice: The emergence of a global consciousness: Need to consider the implications of expanded knowledge, economics, and communications systems The potential power of individuals in making change

Characteristics of a Global Classroom Pedagogies: Old and New Traditional practices Developmentally appropriate practice, collaborative and cooperative projects Creative use of technology Broad use of maps, local and national newspapers, taped television programs, United Nations materials

Roles: Old and New Traditional student–teacher roles Multiple roles for adults in the school Multiple roles for students in the school Teaching roles for members of the local international community

Place of Content Knowledge: Old and New Broadening of traditional content areas Use of interdisciplinary lessons and units Integration of content from international organizations and associations Integration of content from international trends databases

Assessment: Old and New Use of traditional assessment Use of alternative assessments Writing or drawing political cartoons, poems, songs, posters, flyers Computer-generated tests and games Puzzles; solving real-world problems

Teaching the Global Perspective Global perspective is integrated throughout the school curriculum. International focus courses are developed in areas such as anthropology, regional history, music, and art. Instructional methods and materials emphasize intercultural interaction and culturally appropriate methods of instruction and assessment.

Internationalizing the Disciplines Reading and language arts can include world literature. Science education might include study of the natural environment and problems created by technology and economic innovations. Foreign language education can include languages of immigrant and refugee populations, and the role of translators in diplomacy. cont.

Mathematics education can include study of the metric system; math concepts can be taught using world data and global issues, and traditional numeration systems from other cultures can be studied. History and social studies can look at various perspectives on similar issues (e.g., the British view of the American Revolution; study and discussion of world events; students can be encouraged to ask difficult questions).

Programs That Link Schools Associated Schools Project of UNESCO—(www.ic21.org) a network of 7,500 schools in 172 nations Iearn—(www.iearn.org) world’s largest nonprofit global network that enables young people to use the Internet and other new technologies Global SchoolNet—(www.globalschoolnet.org) a network of more than 70,000 online educators

Ethical Issues Fair allocation of available resources in the school Consideration of local families and communities when discussing global concerns The need to balance advocacy with inquiry The length of time devoted to new ideas (changing attitudes takes time!)

Something to Think About “We are living in a new age which itself is defined by the fact that challenges we face do not respect any conventional boundaries. They don’t respect geographical boundaries and they don’t respect old definitions.” —Richard F. Celeste