the classroom as a global community by maricor candelaria and maricel elgo

By:Maricel C. Elgo and Maricor Candelaria

BEED IV- B

For many people, globalization has may different meanings.

In this special topic, globalization means enthusiastically initiating students to learn about people and ideas from all over the world, leading students to learn to reflect about things and ideas as an entire and total system (economic, environmental, communication, political, and social) and familiarizing learners with global matters that undoubtedly will have bearing on their everyday lives.

Ought to facilitate learners from different parts of the word to involve themselves in activities where their intercultural competence may be developed beyond social as well as geographical boundaries.

Kenneth Cushner, Averil McCleland and Philip Safford, describe globalization as;

“an increase in the scope and magnitude of human contact with its subsequent escalation of interaction and interdependence, and

It seems to be the defining concept at the beginning of the 21st century.”

“advances in communication and transportation technologies have resulted in a rapidly shrinking world, and have increased and sometimes forced contact among people fro diverse cultures.”

It has been observed that when we find ourselves affected by conflicts and change like global terrorism, diseases such as;

AIDS

Avian flu pandemic

Struggles for peace

Drug trafficking

Threat of environmental disasters and

Natural calamities,

Our tendency as people of the world is to sympathize with the victims yet we are unable to communicate that feeling to the concerned because of varied reasons.

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.

To build bridges across cultural boundaries demands;

a high degree of flexibility,

a tolerance for ambiguity, and

An understanding of the role culture plays in shaping thinking and behavior.

Because these traits are not necessarily innate and consequently need to be developed, education can and must play a key role in facilitating the bridge-building process.

Cushner et al poses a challenge: How can we begin to understand the phenomenon of globalization, and how does it effect teaching and learning?

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.

The National Council for Social Studies defines a global perspective as the development of the knowledge, skills, and attitudes to live effectively in a world possessing limited natural resources and characterized by ethnic diversity, cultural pluralism, and increasing interdependence.

Teaching toward a global perspective emphasizes the following ideas:

1 & 2 The human experience is an increasingly global phenomenon in with people are constantly being influenced by transnational, cross-cultural;, and multicultural and multiethnic interaction.Humankinds is highly interdependent with the state of the global environment.

3 The goods we buy, the work we do, the cross-cultural links we have in our own communities and outside them, and increased worldwide communication capabilities all contribute to an imperative that responsible citizens understand global and international issues.

4 & 5 There is a wide variety of actors on the world stage, including states, multinational corporations, and numerous voluntary nongovernmental organizations, as well as individuals.Citizen participation is critical at both local and international levels.

Long term goals of schools1- to appreciate people from other cultures2- to develop sensitivity to the \needs of people3- to increase knowledge about people the world

Methods of Implementing goals1- help students learn firsthand about cultures of other countries2- share what they are learning locally and globally with others3- collaborate on common projects across national boundaries

Concepts that develop a global perspective woven throughout curriculum1- help students develop cognitive skills and attitudes such as empathy, interconnectedness, perspective taking, cross-cultural understanding, action orientation, and prejudice reduction.

4- study and live in other countries with students from other countries5- welcome global career opportunities6- develop capacities for success in a global village.

Global perspective is integrated throughout the school curriculum not just in social studies.Encouraging international travel as an important part of one’s education

International focus courses are developed in areas such asanthropology, regional history, geography, global or world studies , foreign language study, world religions, ethnic group studies, international business, music, and art.

Internationalizing instructional methods and materialsemphasize intercultural interaction and culturally appropriate methods of instruction and assessment. Partnership programs with other schools and countries can also be developed.

History and Social Studies can look at various perspectives on similar issues.