Nationality and Region

The Classroom as a Global Community

Chapter Five

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

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

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

PerspectivePerspective 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 NewTraditional 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