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The Classroom as a
Global Community
Nationality and Region
Chapter 7
McGraw-Hill/Irwin
©2012 McGraw-Hill Higher Education. All rights reserved.
Education in a Global Society
• One purpose of schools is to prepare students
for life in the larger societies in which they live.
• Today’s “larger society” is the whole world.
• Educators are beginning to seek out concepts,
skills, and strategies that will help American
students become more aware of and comfortable
in a global society.
7-2
What Is Globalization?
• Globalization is an increase in the scope and
magnitude of human contact with its subsequent
escalation of interaction and interdependency-the defining concept of the early 21st century
• 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.
7-3
Characteristics of Globalization
• Integration (e.g., the Internet)
• Dynamism (change)
• Three kinds of balance
Traditional balance of power now in the hands of one
nation, the United States
o Economic balance between nation-states and global
markets
o Sensitive balance between individuals and nationstates; technology gives individuals more power
o
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Teaching for a Global Purpose:
Important Questions
• When is the best time to begin addressing an
international perspective?
• How do we learn about one another in ways that
span boundaries and enlarge understanding?
• How do we do this in a way that respects the
sacred while promoting the secular?
• How do we interact with others so as not to
exploit but to grasp the essence of other people’s
contributions?
7-5
Education for a Global
Perspective
• Emphasizes human experience influenced by transnational,
cross-cultural, and multicultural and multicultural interaction
• Emphasizes the imperative for responsible citizens to
understand global and international issues
• Emphasizes the wide variety of actors on the world stage,
including states, corporations, NGOs, and individuals
• Emphasizes that humankind is highly interdependent with the
state of the global environment
• Emphasizes citizen participation at both local and international
levels
(National Council for the Social Studies)
7-6
Cognitive Demands for a Global
Mindset
• Piaget identified 4 stages of cognitive
development: sensorimotor (birth-2),
preoperational (2-7), concrete operations (8-12),
and formal operations (starting at 12).
• Children progressing into the concrete
operations stage begin the process of
decentering and accommodation of alternative
points of view, making it a critical stage in the
development of an international perspective.
7-7
Technology and the Global
Mindset
• While studies locate most teachers on the
ethnocentric side, their students show evidence
of being more sophisticated in terms of
intercultural development.
• This shift may be a result of the increased
integration of digital technologies in schools
around the world, making it easier to bring
children into more frequent interaction with one
another.
7-8
Five Elements of a Global
Perspective (Robert Hanvey)
• Perspective Consciousness: Awareness that
one’s view of the world is not universally shared
• State of the Planet Awareness: Knowledge of
prevailing world conditions and trends
• Cross-Cultural Awareness: Knowledge of social
and cultural diversity around the world
• Knowledge of Global Dynamics or World
Systems: Requires modest understanding of how
world ecosystems operate
• Awareness of Human Choice: The emergence of
a global consciousness
7-9
Characteristics of a Global
Classroom
• Pedagogies: Old and New
o
o
o
Traditional practices
Developmentally appropriate practice, collaborative and
cooperative projects
Creative use of technology
Broad use of maps, newspapers, TV, UN materials
• Roles: Old and New
o
o
o
o
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
7-10
• Place of Content Knowledge: Old and New
o
o
o
o
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 databases
• Assessment: Old and New
o
o
Use of traditional assessment
Use of alternative assessments
 Writing or drawing political cartoons, poems, songs, posters,
flyers
 Computer-generated tests and games
 Puzzles; solving real-world problems
7-11
Teaching the Global Perspective
• 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.
7-12
Internationalizing the Disciplines
• Reading and language arts can include world literature.
• Science education might include 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.
• Mathematics education can include study of the metric system;
math concepts can be taught using world data and global issues.
• History and social studies can look at various perspectives on
similar issues (e.g., the British view of the American Revolution).
7-13
Programs That Link Schools
•
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Associated Schools Project of UNESCO
Bridges to Understanding
ePals
GLOBE (Global Learning and Observations to
Benefit the Environment)
LinkTV
Peace Corps World Wise Schools
International Children's Digital Library
iEARN
Global SchoolNet
Global Classrooms
7-14
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!)
7-15