The Classroom As A Global Community.docx

The Classroom as a Global Community Introduction We live in a mutually dependent and mutually supporting global society by way of the economic, environmental, communication, political and social systems we normally use in everyday life. In an inter-related society like ours, the responsibility to prepare the learners to live productively within this natural environment falls on the teachers and the schools. Globalization has many 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. Globalization ought to facilitate learners from different parts of the world to involve themselves in activities where their intercultural competence may be developed beyond social as well as geographical boundaries. Discussions     

Increase in the scope and magnitude of human contact with its subsequent escalation of interaction and interdependence Recent advances in the communication and transportation technologies have resulted in a rapidly shrinking world and forced contact among people from diverse cultures Globe develop understanding of and sensitivity to the views of others as well as a sense of connectedness that taps into common values and goals Communicate and collaborate with those whose attitudes, values, knowledge and ways of doing things differ significantly from their own High degree of flexibility, a tolerance for ambiguity, and an understanding of the role culture plays in shaping thinking and behavior

Educational Implications: 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 National Council for the 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: Characteristics of a Global Classroom:  The human experience is an increasingly global phenomenon in which people are constantly being influenced by transnational, cross-cultural, and multicultural and multiethnic interaction.  Humankind is highly interdependent with the state of the global environment.  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.  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. Characteristics of a Global Classroom Long Term Goals of Schools 1- To appreciate people from other cultures 2- To develop sensitivity to the needs of people 3- To increase knowledge about people around the world Concepts that develop a global perspective woven throughout curriculum 1- Help students develop cognitive skills and attitudes such as empathy, interconnectedness, perspective taking, cross-cultural understanding, action orientation, and prejudice reduction.

Methods of Implementing Goals 1- Help students learn firsthand about cultures of other countries 2- Share what they are learning locally and globally with others 3- Collaborate on common projects across national boundaries 4- Study and live in other countries with students from other countries. 5- Welcome global career opportunities 6- Develop capacities for success in a global village

Requirements of teaching a Globally Oriented Curriculum 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 develop in area such as anthropology, regional history, geography, global or world studies, foreign language study, world religion, ethnic group studies, international business, music, and art.

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

Internationalizing the Disciplines History and the Social Studies can look at various perspectives Reading and language arts can on similar issues, (e.g. the British view of the America include world literature Revolution, study and discussion of world events) and students can be encouraged to ask difficult questions.

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 translations in diplomacy.

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.

What should students study in a global education curriculum?

global issues, problems and challenges

culture and world areas

the wolrd

10 Specific Topixcs of Study in a global Education Curriculum as recommended by Cushner, McClellans and Safford (2009) 1. 2. 3. 4. 5. 6. 7. 8.

Conflict and its control, including terrorism and national security Economic systems and internati0onal trade Global belief systems, including the study of differing philosophies and religions Human rights are social justice, including gender equity issues as well as health, education, and food security Management of the planet’s resources, including the study of energy and environmental degradation Political systems, including a study of the United Nations, negotiations and treaties, and nongovernmental organizations Populations, including population control and immigration and emigration concerns Human commonality and diversity trough the study of race and ethnicity, thus working to reduce prejudice and ethnocentrism