Nationality and Region

1
The Classroom as a Global Community
Chapter Five

• 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

• Cold War Era
• 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
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• 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 (1750-1960) 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 Hanveys 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 ones
  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

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• 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
  dont respect geographical boundaries and they
  dont respect old definitions.
• --Richard F. Celeste