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

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

3. 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

4. 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

5. 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?

6. 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…

7. 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

8. 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 ( ): need to communicate with others increases
The Global-Postmodern Level (1960-future): great need to interact with and understand others

9. 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.

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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…

22. 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.

23. 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!)

24. 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