The Classroom as a Global Community Nationality and Region Chapter 7   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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.   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

What Is Globalization? Globalization is an increase in the scope and magnitude of human contact with its subsequent escalation of interaction and interdependency--the defining concept of the early 21st century Global citizens must be able to communicate and collaborate with those whose attitudes, values, knowledge, and ways of doing things differ significantly from their own.   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Characteristics of Globalization Integration (e.g., the Internet) Dynamism (change) Three kinds of balance 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   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Teaching for a Global Purpose: Important Questions When is the best time to begin addressing an international perspective? 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 not to exploit but to grasp the essence of other people’s contributions?   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Education for a Global Perspective Emphasizes human experience influenced by transnational, cross-cultural, and multicultural and multicultural interaction Emphasizes the imperative for responsible citizens to understand global and international issues Emphasizes the wide variety of actors on the world stage, including states, corporations, NGOs, and individuals Emphasizes that humankind is highly interdependent with the state of the global environment Emphasizes citizen participation at both local and international levels  (National Council for the Social Studies)   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Cognitive Demands for a Global Mindset Piaget identified 4 stages of cognitive development: sensorimotor (birth-2), preoperational (2-7), concrete operations (8-12), and formal operations (starting at 12). Children progressing into the concrete operations stage begin the process of decentering and accommodation of alternative points of view, making it a critical stage in the development of an international perspective.   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Technology and the Global Mindset While studies locate most teachers on the ethnocentric side, their students show evidence of being more sophisticated in terms of intercultural development. This shift may be a result of the increased integration of digital technologies in schools around the world, making it easier to bring children into more frequent interaction with one another.   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Five Elements of a Global Perspective (Robert Hanvey) Perspective Consciousness: Awareness that one’s view of the world is not universally shared State of the Planet Awareness: Knowledge of prevailing world conditions and trends Cross-Cultural Awareness: Knowledge of social and cultural diversity around the world Knowledge of Global Dynamics or World Systems: Requires modest understanding of how world ecosystems operate  Awareness of Human Choice: The emergence of a global consciousness    Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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, newspapers, TV, UN 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   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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.   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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. Mathematics education can include study of the metric system; math concepts can be taught using world data and global issues. History and social studies can look at various perspectives on similar issues (e.g., the British view of the American Revolution).   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Programs That Link Schools Associated Schools Project of UNESCO Bridges to Understanding ePals GLOBE (Global Learning and Observations to Benefit the Environment) LinkTV Peace Corps World Wise Schools International Children's Digital Library iEARN Global SchoolNet Global Classrooms   Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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!) Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.