Multicultural Education & Global Awareness

1. Multicultural Education & Global Awareness Center for Global Education Kwadwo A. Okrah, Ph.D For: Kansai Gaidai University

2. Inherited it • Social Studies standard 9 – Global connections • Secondary Education students • General Education Diversity requirement. • A course and a center. History of MEGA and CGE

3. Differentiate International education, • Comparative education • Global education as global literacy • Globalization – political, economic, social • - colonization in disguise, MNC’s, Global village - global culture Course content

4. 1. Take off your American cap and put on your global hat to be able to see how others view the world. • 2. It is imperative that American students be informed and reflective about the global society in which they live. Events taking place in remote countries such as Afghanistan and Iraq have an impact on our daily lives at home. We are affected by political, religious, and ethnic conflicts in other parts of the world and by global problems of poverty, racial and ethnic discrimination, and environmental pollution. Course Opening statements

5. The rise of new sectors of economic integration and power in the Pacific Rim and in the European Union affects the American economy and has an impact on how we educate and train people for work in the interdependent global economy (Gutek, 2006). statements

6. 3. Mainstream knowledge- Students need to understand traditional geographic, economic and political concepts and facts in order to analyze international issues. • Transformational knowledge - It is equally important for students to be exposed to perspectives that sometimes challenge mainstream knowledge and ask students to examine issues from the perspective of other nations beside their own. It is through such an examination that students can extend their horizon beyond the confines of their own territory (country) and, to achieve global literacy that leads to the acquisition of authentic global citizenship. Statements

7. To enable students to better understand, explain and define global education as a philosophy of education and its sociological role of the school. • To sensitize students to race, class, gender and curricular issues in building global capacities. Syllabus objectives

8. Develop and present a specialized area of expertise in global education geographically and thematically • Devote a greater attention to the diversity of cultural patterns both around the world and within the U.S. and Develop the skills in living with diversity. • Describe the concepts of interrelatedness, interconnectedness and interdependence in the global education literature. • Demonstrate global literacy through informed and critical discussion of issues in other parts of the world as compared to the United States of America. Syllabus objectives cont.

9. Topics discussed

10. Teacher orientation and philosophy of global education • captivity, encapsulation, clarification, bi-ethnicity, multi-ethnicity, globalism • Multicultural vs. Global education (a country vs. countries) • Dimensions of multicultural education • Content integration, knowledge construction, prejudice reduction, equity pedagogy, empowering school culture. Topics covered

11. Dimensions of global education - Perspective, cross-cultural, state of the planet, global dynamics, human choice • Pedagogical content – knowledge in progress • Activities an student presentations • International organizations – UN, EU, AU, ASEAN, APEC, OAS, NAM, ATO, NATO, etc. • Country study – selected countries from different continents • Global village in the classroom – reflections, artifacts, pictures, articles, etc. Topics cont.

12. Curriculum materials and artifacts. • Cultural Awareness Program • Connections to other global minded institutes and programs • Homepage: www.iusb.edu/global-ed Center for Global Educations

13. Questions? • Contributions? • Suggestions? The End – Thank you !!!