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An educator in a global society

An educator in a global society



A Teacher in a Global Society

A Teacher in a Global Society



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    An educator in a global society An educator in a global society Presentation Transcript

    • INTRODUCTION The global system is not just an environmentwithin which particular societies like Indonesiadevelop and change. The social, political and economic connectionswhich cross cut boarders between countriesdecisively condition the fate of those living withineach country. The increasing term in relation to globaleducation for the interdependence of worldsociety is globalization. According to Anthony Giddens (1992),Globalization refers to the development of socialand economic relationships stretching worldwide.
    • CONTINUATION It would be a mistake to think of globalization simplyas a process of the growth of world unity. Global education should be understood primarily asthe reordering of time and distance in our lives inrelation to learning. We live in a rapidly shifting era in which economicopportunities and challenges are bound. Those whoare educated in the new rules of the game stand to dowell; but those who are not will face real and growingproblems. World-wide developments affecting jobexpectations, health, physical security, public policy,communications, investment opportunities, andimmigration and community relations, are changingthe context of our lives, sometimes in very immediateways.
    • SCHOOLS AND GLOBALIZATION Today all of us must understand the changes towhich we must respond individually andcollectively. It is not enough to leave the requisitedevelopment of skills to colleges and graduateschools. The capacity to think and act beyond nationaland international contexts cannot be left solely toelites. Educating our citizenry to participate andsucceed in a globally interconnected world muststart in all of our schools(David Driscoll, 2006).
    • THE TYPES OF EDUCATION Before discussing education in a global society, weneed to clarify what is meant by the term education. A very basic point is that education and schooling arenot synonymous. Education is a more encompassing concept, referringto the general process by which a social group, anentire society or just a family transmits attitudes,beliefs, behaviours and skills to its members. Withinthese broad boundaries, education greatly varies,with educational scholars typically distinguishingthree general categories of education: formal,nonformal and informal education(LaBelle, 1976; Kevin J etal, 1990: 96-97).
    • GLOBAL EDUCATION Global Education is a lens (or perspective) throughwhich material on the curriculum is viewed. Teachers employ certain methods, outlined herein,which allow the students at any age to employ thislens to illuminate any subject material. Global Education respects environmental needs,peace and justice, and human rights for all throughpositive ways of reaching out to the students’ peers indeveloping countries, and around the world. It transcends subject matter and age level, andthrough focusing on developing global citizens, addsauthenticity to any curriculum.
    • WHY GLOBAL EDUCATION The challenges today involve forces and activities thattranscend national boundaries. Trade, finance, business, communications,entrepreneurial initiatives, ideologies, migration,environmental and epidemiological events, culturalmovements, and non-governmental systems, nolonger occur solely or even primarily within nations. To understand these emerging forces and their impacton our lives we have to be able to think and actglobally. In the last five years a consortium ofnational educational and business organizations, ledby the Asia Society, has met on a regular basis topromote the case for strengthening global educationin the nations’ public schools.
    • GOALS OF EDUCATION IN A GLOBAL SOCIETY The following are the goals of education in aglobal society: Understanding connections between local andglobal affairs, Ability to work and think in at least one otherlanguage than one’s own, Ability to understand and respect the cultures ofother peoples, A competent knowledge of global geography andeconomics as well as of at least one majorcultural tradition other than one’s own. An understanding of the concept of globalcitizenship
    • STRANDS OF EDUCATION IN AGLOBAL SOCIETYGlobal Education can be broken down into four broad strands:1. Development Education; looks at InternationalDevelopment programs and the conditions in developingcountries, examines Indonesia’s international role, andencourages us to address global issues and look criticallyat the notion of “development.”2. Environmental Education; fosters an awareness ofand concern for environmental issues that aid indeveloping new patterns of behaviour that will promoteenvironmental responsibility.3. Human Rights Education; teaches about civil,political, economic and social rights, with the goal ofpromoting social justice for all.4. Peace Education; studies war and disarmament, andencourages movement towards peace both globally and inthe classroom.
    • KEY ASPECTS OF A GLOBAL PERSPECTIVE Key elements of education within a globalperspective may be used to guide evaluation ofstudent outcomes and school culture. The key to this approach, for schooladministrators particularly, is: The development of a curriculum, Introducing themes and concepts in the primaryyears, Reinforcing the ideas in the junior grades, andexpanding and developing them into theintermediate and secondary years.
    • IMPORTANT ELEMENTS THE GLOBALPERSPECTIVE Thinking and teaching holistically, incorporatinglearning from one topic or theme to the next Celebrating cultural diversity in the classroom, theschool in Indonesia and the world Encouraging optimism in a troubled world, for societyin general and international development inparticular. Providing opportunities to care for self, for others athome and abroad, and for the global physicalenvironment. Integrating this approach across the curriculaincreases the impact. Teaching critical thinking and problem-solving leadsdirectly to action.
    • INFUSING A GLOBAL PERSPECTIVE INTOSCHOOL CURRICULUM In this era of globalization, most of our countries’national curriculum frameworks and standardsare necessary to ensure that studentsdemonstrate competence in literacy, numeracy,and each country’s national studies. It is possible for teachers to excite studentlearning while developing the requisite globalskills by infusing a global perspective intoexisting curriculum frameworks.
    • EXAMPLES OF GLOBAL PERSPECTIVES Social Studies: Integrating teaching about globaleconomics into the geography curriculum. Science/Math: Including relevant globalperspectives and instructional resources inscience and mathematics classes. Interdisciplinary: Providing mid-year specialinterdisciplinary projects or extra-curricularactivities that enable students to become moreknowledgeable about global problems andpossibilities. Foreign Language: Combining the study of asecond language with teaching about the culturein which that language functions.
    • CONTINUATION English/Social Studies: Strengtheningcomparative understanding, e.g. by studyinglinkages between a country’s and world history orthematic comparisons in a given country’sliterature and another major literary tradition. Foreign Language: Giving greater opportunity,significance and continuity to foreign languageinstruction at the middle school and high schoollevels. This is one skill set that needs to bestarted as early as possible in a student’seducation. English: Studying literature that reflectscosmopolitan and global views and values.
    • CONTINUATION Arts: Using art, music, and dance to engagestudents in learning about other cultures. Foreign Languages: Engaging the culturallydiverse groups of students that are found in somany of today’s classrooms in social studiespresentations and discussions, in foreignlanguage classes, or in topics discussed in ModelUN forums.
    • EDUCATORS SEEKING FOREFFECTIVE INSTRUCTIONALRESOURCES Educators can capitalize on effective resources fromoutside the schools to engage students by: Utilizing the vast research base available on theinternet. Engaging in school-to-school and/or peer-basedcollaborative projects through appropriateorganizations. For instance, exchange programmes and the GlobalClassroom Project etc. Developing an exchange relationship with a school orschool system in another country (either virtual orreal). Arranging for student study tours or semester studyto abroad
    • SOME EXAMPLES OF HOW PROVINCES ORSCHOOLS HAVE ENGAGED IN GLOBALEDUCATION Indonesia’s student exchange program Indonesia’s partnership programmes with othercountries like the ADF at UPI, AMNEF and etc. Universities like UPI have established anddeveloped links with foreign Universities,Coordination of International Educationconferences, to promote and support globaleducation and international school exchanges. UPI has established standards for internationaleducation and significantly increasedenrollments in world languages and cultureexchange programmes.
    • WHY TEACH WITH A GLOBAL PERSPECTIVE? Students learn to respect, to value and tocelebrate other cultures. Students learn about developing and developedcountries and their issues in a positive way. Students become socially and environmentallyresponsible, by learning about theirinterdependence with other peoples and species.
    • CONTINUATION Many Provincial curriculum documentsencourage a global perspective. Students gain a positive outlook on their role inmaking the world a more peaceful and just place Global Education enriches any curriculum byclarifying the connections to real life.(Source: adapted from CHF at www.chf.ca)
    • CONTINUATION Universities are creating projects to globalizetheir curriculums under partnership andconsultancy. Indonesia’s national education department hasdeveloped guidelines to infuse global perspectivesinto the study of geography, history, civics andeconomics at the elementary, Junior and seniorhigh schools. Education teaching guides have been developedto provide instruction which often includes aglobal perspective.
    • CONCLUSIONCurriculum units can be infused with a globalperspective in a myriad of ways. For example,through using Pike and Selby’s four dimensionsof globality in Pike, G. & Selby, D.,(1999) In TheGlobal Classroom pp. 12-14.