The document discusses globalization and developing a global perspective in education. It defines globalization as increased human contact and interdependence due to advances in technology. To build understanding across cultures, individuals need flexibility, ambiguity tolerance, and an understanding of how culture shapes behavior. Education has a key role in facilitating this by developing skills like empathy, interconnectedness, and cross-cultural understanding. Developing a global perspective throughout the curriculum helps students live effectively in an interdependent world. This includes learning firsthand about other cultures, collaborating internationally, and developing cognitive skills and positive attitudes.
2. For many people, globalization has may 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.
3. Ought to facilitate learners from different
parts of the word to involve themselves in
activities where their intercultural
competence may be developed beyond social
as well as geographical boundaries.
4. Kenneth Cushner, Averil McCleland and Philip
Safford, describe globalization as;
“an increase in the scope and magnitude of
human contact with its subsequent escalation
of interaction and interdependence, and
It seems to be the defining concept at the
beginning of the 21st century.”
5. “advances in communication and
transportation technologies have resulted in a
rapidly shrinking world, and have increased
and sometimes forced contact among people
fro diverse cultures.”
6. It has been observed that when we find
ourselves affected by conflicts and change
like global terrorism, diseases such as;
AIDS
Avian flu pandemic
Struggles for peace
Drug trafficking
Threat of environmental disasters and
Natural calamities,
7. Our tendency as people of the world is to
sympathize with the victims yet we are unable
to communicate that feeling to the concerned
because of varied reasons.
8. 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.
9. To build bridges across cultural boundaries
demands;
a high degree of flexibility,
a tolerance for ambiguity, and
An understanding of the role culture plays in
shaping thinking and behavior.
10. Because these traits are not necessarily innate
and consequently need to be developed,
education can and must play a key role in
facilitating the bridge-building process.
Cushner et al poses a challenge: How can we
begin to understand the phenomenon of
globalization, and how does it effect teaching
and learning?
11. 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.
12. The preparation of individuals for these kinds
of interactions is the goal of global or
international education.
13. The National Council for 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.
14. Teaching toward a global perspective
emphasizes the following ideas:
15. 1 & 2 The human experience is an increasingly global phenomenon in
with people are constantly being influenced by transnational,
cross-cultural;, and multicultural and multiethnic interaction.
Humankinds is highly interdependent with the state of the
global environment.
3 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.
4 & 5 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.
16. 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 the world
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
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.
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.
17. 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 developed
in areas such as
anthropology, regional
history, geography,
global or world studies
, foreign language
study, world religions,
ethnic group studies,
international business,
music, and art.
Internationalizing
instructional methods
and materials
emphasize
intercultural
interaction and
culturally appropriate
methods of instruction
and assessment.
Partnership programs
with other schools and
countries can also be
developed.
18. History and Social Studies can look at various
perspectives on similar issues.
