1. The Classroom as a Global Community
Nationality and Region
Chapter 7
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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.
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3. What Is Globalization?
Globalization is an increase in the scope and magnitude of human contact with its subsequent escalation of interaction and interdependency--the defining concept of the early 21st century
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.
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4. Characteristics of Globalization
Integration (e.g., the Internet)
Dynamism (change)
Three kinds of balance
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
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5. Teaching for a Global Purpose: Important Questions
When is the best time to begin addressing an international perspective?
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 not to exploit but to grasp the essence of other people’s contributions?
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6. Education for a Global Perspective
Emphasizes human experience influenced by transnational, cross-cultural, and multicultural and multicultural interaction
Emphasizes the imperative for responsible citizens to understand global and international issues
Emphasizes the wide variety of actors on the world stage, including states, corporations, NGOs, and individuals
Emphasizes that humankind is highly interdependent with the state of the global environment
Emphasizes citizen participation at both local and international levels
 (National Council for the Social Studies)
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7. Cognitive Demands for a Global Mindset
Piaget identified 4 stages of cognitive development: sensorimotor (birth-2), preoperational (2-7), concrete operations (8-12), and formal operations (starting at 12).
Children progressing into the concrete operations stage begin the process of decentering and accommodation of alternative points of view, making it a critical stage in the development of an international perspective.
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8. Technology and the Global Mindset
While studies locate most teachers on the ethnocentric side, their students show evidence of being more sophisticated in terms of intercultural development.
This shift may be a result of the increased integration of digital technologies in schools around the world, making it easier to bring children into more frequent interaction with one another.
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9. Five Elements of a Global Perspective (Robert Hanvey)
Perspective Consciousness: Awareness that one’s view of the world is not universally shared
State of the Planet Awareness: Knowledge of prevailing world conditions and trends
Cross-Cultural Awareness: Knowledge of social and cultural diversity around the world
Knowledge of Global Dynamics or World Systems: Requires modest understanding of how world ecosystems operate 
Awareness of Human Choice: The emergence of a global consciousness 
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10. 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, newspapers, TV, UN materials
 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
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11. 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
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
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12. 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.
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13. 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.
Mathematics education can include study of the metric system; math concepts can be taught using world data and global issues.
History and social studies can look at various perspectives on similar issues (e.g., the British view of the American Revolution).
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14. Programs That Link Schools
Associated Schools Project of UNESCO
Bridges to Understanding
ePals
GLOBE (Global Learning and Observations to Benefit the Environment)
LinkTV
Peace Corps World Wise Schools
International Children's Digital Library
iEARN
Global SchoolNet
Global Classrooms
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15. 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!)
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