The Challenge of Preparing Teachers in Global Perspectives
Unlike American schooling a 100 years ago, education in a global age emphasizes:
Recognition of one’s own cultural assumptions & worldviews
State of the planet awareness
Habits of resisting stereotyping & anticipating complexity
Understanding of power relationships from conflicting points of view
Concerns for justice , equity and voices of marginalized or oppressed peoples
Students learn to recognize how power intersects with culture and worldview. For example, how some cultures have been framed in opposition to European superiority …
Or how the inheritance of imperialism lives on in ways we divide the world and organize knowledge. Saarjite Baartman, The Hottentot Venus”
Global education seeks to counter the bias of European diffusionism that has characterized much of the teaching of history and literature. Blae u ’s Aethiopia, Abissinorum sive presbiterioannis imperium. c.1667.
Implications for teacher education?
Knowledge of global issues and how global systems work (environmental, economic, cultural, political, technological) - Anderson, Becker, Diaz, Hanvey
Recognition of the consequences of local/global interconnectedness - Alger, Anderson, Becker
Understanding of how global forces have shaped local/world history and cultures - Dunn, Kniep, Rupp, Stavrianos
Development of intercultural competence - Brislin, Bennett, Cushner, Wilson
The ability to examine events and issues through other people’s perspectives (primary sources, literature, art, music) - Case, Hanvey, Pang, Zong
Research base for infusing global perspectives in teacher education
PART 2 Illustration: Factors in The Ohio State Program in Secondary Social Studies & Global Education
Global knowledge is acquired through disciplines & interdisciplinary content.
Interns learn across diverse schools and school districts.
Schools collaborate with the university for methods, mentoring, fieldwork.
Reflection is in an open online forum of highly accomplished practicing teachers.
Assessment is performance-based on authentic tasks.
#1. Interdisciplinary knowledge
Content courses from history (45 hrs), political science (25), geography (25), economics (10), sociology (10)
3 social science capstone seminars showcase interdisciplinary learning about the world.
All methods course seminars demonstrate interdisciplinary lessons, global perspectives.
Field placements are with teachers who practice desired knowledge and skills.
ECONOMICS 10 credit hours EC Theories of macroeconomics (5) EC Theories of microeconomics (5) GEOGRAPHY 25 credit hours GEOG Economic and cultural geography (5) GEOG Geography of North America (5) GEOG Urbanization across the world (5) GEOG Political geography (5) GEOG World regions and cultures (5) HISTORY 45 credit hours HIS World history (all world regions) survey from earliest history to the present (10) HIS An integrated and global history of the world in the 20 th century (5) HIS US History survey from earliest US history to the present (10) HIS African Americans in the US (5) HIS Women in the US (5) HIS US history from 1865-present (10) POLITICAL SCIENCE 25 credit hours PS Government and political institutions in the US (5) PS The US Constitution and its effects on goverance and the role of citizens (5) PS Political behavior (5) PS Political systems of the world in the 20/21 st centuries (5) PS The interconnectedness of politics and globalization in the 20/21 st centuries (5) SOCIOLOGY 10 credit hours SOC Social stratification and American society in the 20 th /21 st centuries (5) SOC Social structures and social change in the world of the 20 th /21 st centuries (5)
8-10 schools selected for their diversity and strengths
8-10 teachers team-teach methods and mentor interns in their classrooms and online as “field professors”
WebCt provides online space for discussions, assignments, lessons, research
The PDS community takes responsibility
Carmen used for all major assignments, discussions and assessments across 9 months, 6 courses
#4 Reflection in an online forum of practicing teachers
Assignments are interactive online.
Interns respond to and learn from 8-10 teachers in their own and other schools.
Interns have online work spaces & electronic portfolios that allow reflection back on earlier work.
Resources are added online as needed.
Interns or teachers can initiate discussions.
Interaction on 1 st step in unit planning
#5. Assessment is performance-based
All grades in 6 courses (2 methods, research, 2 field experience, capstone seminar) are based on what interns actually do in schools, most based on grade 7-12 teaching.
Interns have to demonstrate they can teach interdisciplinary content and global and multicultural perspectives in their lessons and interactions with students in methods first, then in student teaching.
In lesson planning, research projects, and actual instruction, we expect interns to: