Perspective on Education and Global Learning

Perspective on Education and Global Learning: A review of literature regarding global teaching and learning in k-12.

Carrie E. Bolding North Carolina State University Theory and Research in Global Learning Dr. John Lee 18 July 2012

Perspective on Education and Global Learning Abstract This literature analysis will present the variety of ways global awareness is incorporated in our classrooms today. Globalization in the classroom is changing our approach to education. New tools are being introduced and cultures are being explored. There exists an enormous about of resources and means to educating ourselves and our students on the world that surrounds our everyday lives. In this review I will discuss methods that I believe are constructive while introducing and instructing global learning. I will also argue techniques that I feel are not useful or productive when educating on the topic of global teaching and learning k-12.

Perspective on Education and Global Learning Perspective on Education and Global Learning: A review of literature regarding global teaching and learning in k-12 The primary goal of this literature review is to provide a synthesis of literature regarding common themes and evidence on how global learning should take shape in k-12 settings with regard to teaching and learning. Based on past and current research surrounding the topic of global learning in the classroom, it is evident that there exists a variety of methods, both effective and ineffective, while instructing global awareness for teaching and learning in the classroom. Global teaching and learning is a topic that has been studied for some time now but recently the matter has become extremely prevalent within the expectations of our school systems. It is vital that teachers have a growing appreciation and desire to understand and explore the globe within and beyond their classroom. As educators, we must supply resources and tools that will create an exciting globalized classroom. It is essential to instill positive and respectful attitudes within our life-long global learners. We should strive to build a classroom of globalized citizens, ones who recognize the value of ethnicity and withhold an eagerness to discover all that our world has to offer. Global learning is an emergent fundamental element within our classrooms. Students need to be exposed to the world around them within all aspects. Typically we find it easier to integrate globalized discussion when instructing social studies. However, global and cultural awareness is an obligation we should make to all subject areas. Within our classrooms, we find a diverse group of learners with the power to educate one another. We must find ways to uncover the depths of their backgrounds while embedding these discussions into our everyday

Perspective on Education and Global Learning curriculum. Burnouf (2004, pg. 2) suggests that a appropriate curriculum is necessary in order to promote students to discover differing worldview to understand and function effectively in the social, cultural and economic worlds. Merryfield (2008) touches on the subject of a scaffold curriculum in social studies; teachers can use three different approaches to incorporate global learning. These three methods include: reflection on students cultural assumption and what they believe of other parts of the world, learning from other people and listening to their views, and giving students the ability to connect to the world and gather skills to become globalized citizens. Before we can attempt to utilize any sort of scaffolded tactic for global learning, we must understand where our students point of view is established. Hanvey (1976 / 2004) covers four levels of cross-cultural awareness. It becomes apparent where are students come from and where we need to guide them as they become globally aware and cross-cultural appreciative. At the first level, when students arrive at our classroom doors, they come with limited knowledge and their input on cross-cultural understanding could possibly derive from stereotypes. The second level brings students who may have had mild interactions with other cultures and they have been able to gather a brief perceptive on common traits within a culture. In the third phase the students begin to compare and contrast cultural characteristics with their own qualities. At the fourth level, students now possess the ability to believe and respect other cultures. Students are able to view other cultures through an insiders point of view. Teachers must realize the background of our students and that we are in a rewarding position to have a large impact on their cultural awareness and ability to be a globalized and productive citizen.

Perspective on Education and Global Learning When deciding amongst a correct approach to global teaching and learning, Parker, Ninomiya, and Cogan (1999) stated that we are a diverse group of teachers and scholars, parents, students, and other stakeholdersneeds to engage in shared inquiry and decision making about what in the world is worth knowing and learning and, therefore, teaching. We must not only discuss what we must know and our approaches to instructing but we need to figure out the best style to build positive attitudes of our students towards other cultures. Clarke (2004) goes further by analyzing a survey that concluded students feelings that surround global learning. A large majority of students did feel confident in their level of understanding about other cultures as well as their knowledge was limited based on the interaction between the USA and surrounding countries. These results visibly show where our current knowledge and capacity in regards to other cultures and how our educational studies to expand. The idea and goal of bringing global learning into the classroom is to educate our students to become confident, life-long global learners while stimulating them with the knowledge and resources to become globalized citizens. Studies performed by Stevens, Campbell (2006) that the perception of the term global citizens differs heavily. Some believe that the word citizens triggers down to legality of the place of origin and their rights and dedication to their country. Therefore, when they see the words global and citizen, they find the two words to form an oxymoron. On the opposing side, which I believe we should promote today, simply define a global citizen as one who will seek out information about the world so that they can make well-informed, ethical, and responsible decisions (Stevens and Campbell 2006, pg. 8) Supported directly, Gibson, Rimmington, & Landwehr-Brown (2008) say that the classroom learning must go beyond basic awareness of other cultures but our students must

Perspective on Education and Global Learning develop specific skills to contribute to our society. Global or world citizenship is defined as a set of key elements: knowledge, skills, and attitudes that equip a person to function as a citizen in the globalized world (Gibson, Rimmington, Landwehr-Brown, 2008). In order to build these strong citizens we must come to realize that there are two intertwined challenges facing American education (Asia Society 2011). We have students depending on us to open the doors to help them explore other cultures. Some students come to us from low income and minority backgrounds and they may be the children that need our guidance the most. We are going to struggle meeting the needs of all students but we must attempt seeing as success today is based on one containing the skills to interact cross-culturally.

Conclusion Perspective on Education and Global Learning has been and will continue to be explored and redefined. The current research regarding global teaching and learning in k-12 provides inconsistent conclusions on methods that seem productive for instructing global awareness. However, the vitality concerning the importance of global learning and teaching is ubiquitous. In a world that is ever-changing, we as teachers, hold the most significant role in our students lives. We must create a positive environment that fosters global learning, supplies technological resources to shrink the globe and ultimately construct a society built upon globalized citizens.

Perspective on Education and Global Learning References Hanvey, R. (1976 / 2004). Attainable Global Perspectives. New York: The American Forum for Global Education. Council of Chief State School Officers & Asia Society Partnership for Global Learning. (2011). Educating for Global Competency: Preparing Our Youth to Engage the World. Parker, W. C., Ninomiya, A., and Cogan, J. (1999). Educating world citizens: Toward multinational curriculum development. American Educational Research Journal, 36(2):117 145. Burnouf, L. (2004). Global awareness and perspectives in global education. Canadian Social Studies 38(3). Merryfield, M. (2008). Scaffolding social studies for global awareness. Social Education 72(7), 363366. Gibson, K., Rimmington, G., & Landwehr-Brown, M. (2008). Developing global awareness and responsible world citizenship with global learning. Roeper Review, 30(1), 11-23. Clarke, V. (2004). Students global awareness and attitudes to internationalism in a world of cultural convergence. Journal of Research in International Education, 3(1), 51-70. Patterson, L. M., Carrillo, P. B., & Salinas, R. S. (2011). Lessons from a global learning virtual classroom. (Journal of Studies in International Education ed., Vol. 16, p. 182). Sage. Christy R. Stevens, Patricia J. Campbell, (2006),"Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom", Reference Services Review, Vol. 34 Iss: 4 pp. 536 556