Chapter Seven

1. Chapter Seven The Classroom as a Global Community Nationality and Region (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

2. 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

3. What Is Globalization? • Interconnectedness among people and states, by virtue of: • Economic systems • Environmental systems • Communication systems • Political systems • Social systems (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

4. 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 Multiperson communication technologies (e.g., the Internet, cable TV) Cold War Era vs. Globalization (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

5. Globalization and Three “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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

6. Teaching for a Global Purpose: Three Questions • 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 to grasp the essence of other people’s contributions? (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

7. 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 con’t. (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

8. Education for a Global Perspective • 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

9. Cognitive Demands for a Global Mindset: Three Levels • 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

10. 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. (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

11. Curriculum Transformation: The International Perspective • Robert Hanvey has identified what he calls “An Attainable Global Perspective” (1978) • Consists of five elements of a global perspective that educators can transform into teachable skills and perspectives that cut across academic disciplines and grade levels (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

12. Five Elements of a Global Perspective 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

13. 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

14. 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

15. Knowledge of Global Dynamics or World Systems: Requires modest understanding of how world ecosystems operate • The interconnectedness of events and decisions • The unanticipated effects of economic and political decisions (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

16. Awareness of Human Choice: The emergence of a global consciousness • Need to consider the implications of expanded knowledge, economics, and communications systems • The potential power of individuals in making change (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

17. Characteristics of a Global Classroom Pedagogies: Old and New • Traditional practices • Developmentally appropriate practice, collaborative and cooperative projects • Creative use of technology • Broad use of maps, local and national newspapers, taped television programs, United Nations materials (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

18. 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

19. 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 databases (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

20. Assessment: Old and New • 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

21. 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

22. 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 con’t. (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

23. (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e Internationalizing the Disciplines • Mathematics education can include study of the metric system, math concepts can be taught using world data and global issues, and traditional numeration systems from other cultures can be studied • History and 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, students can be encouraged to ask difficult questions)

24. Programs That Link Schools • Associated Schools Project of UNESCO—(www.ic21.org) a network of 7,500 schools in 172 nations • Iearn—(www.iearn.org) world’s largest nonprofit global network that enables young people to use the Internet and other new technologies • Global SchoolNet—(www.globalschoolnet.org) a network of more than 70,000 online educators (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

25. 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!) (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e

26. 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 (c) 2006 The McGraw-Hill Companies, Inc.  All rights reserved. Cushner/McClelland/Safford, Human Diversity in Education, 5/e