The Classroom as a Global Community Chapter Five The Classroom as a Global Community Nationality and Region

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 Multi-person communication technologies, e.g., the Internet, cable TV

Three Overlapping “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

An Educational Response: Three Questions How do we learn about one another in ways that span boundaries and enlarge understanding? How do we do this in ways that respect the sacred while promoting the secular? How do we interact with others so as to grasp the essence of other peoples’ contributions?

Education for a Global Perspective The National Council for the Social Studies: A Global Perspective Emphasizes human experience influenced by transnational and cross-cultural interaction Emphasizes the wide variety of actors on the world stage Continued…

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 Emphasizes citizen participation at both local and international levels

Need for Education at Three Levels (David Hoopes) The Local-Traditional Level (pre-1750): little need to understand the perspectives of others The National-Modern Level (1750-1960): need to communicate with others increases The Global-Postmodern Level (1960-future): great need to interact with and understand others

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.

Robert Hanvey’s Five Elements of a Global Perspective Perspective Consciousness State of the Planet Awareness Cross-Cultural Awareness Knowledge of Global Dynamics or World Systems Awareness of Human Choice

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 at least a 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, economic, and communication systems The potential power of individuals in making change

Characteristics of a Global Classroom Pedagogies: Old and New Traditional practices Developmentally appropriate practices, 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 data-bases

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

Requirements of Teaching a Globally Oriented Curriculum 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 the 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. Continued…

Mathematics education can include the study of the metric system and traditional numeration systems from other cultures, and math concepts can be taught using world data and global issues. History and the 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) and students can be encouraged to ask difficult questions.

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