Global engagement represents a commitment to address humanity’s greatest challenges in the classroom and beyond. The continuing challenge for all educational leaders is to create schools that are supportive, nurturing, and responsive to diversity and global issues. If educational leaders are to be effective, they must possess not only knowledge and skills, but also attitudes and beliefs that are consistent with pluralism, educational equity, and social justice. With this in mind, respond to the following prompt by writing in your reflective portfolio:
How do we build school communities that develop the knowledge and competencies that are essential for living and learning in a globally connected world? please make sure to include real class examples
Portfolio Grading RubricView the Portfolio Activity Rubric . https://my.uopeople.edu/pluginfile.php/1572402/mod_assign/intro/5810PortfolioRubric.pdf
Aydin, H, Ozfidan, B, Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8 (3), 76-92. Available here
- The article explores the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools, as well as other factors that are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. The article also examines pertinent challenges needed to be addressed for both school settings and teacher educators.
Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.). (2014). Inquiry into practice: Learning and teaching global matters in local classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE). http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf
- Read pages 3-19 from Educator Perspectives. This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized into three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.
Robinson W.I. (2007) Theories of globalization. In G. Ritzer (Ed.) Blackwell companion to globalization. Oxford: Blackwell. Retrieved from https://robinson.faculty.soc.ucsb.edu/Assets/pdf/theoriesofglobalization.pdf
- This article is intended as an appraisal of Wallerstein’s oeuvre in the context of the debate on global transformations in the late 20th and early 21st centuries and from the vantage point of the present author’s own critical globalization perspective. The first three parts summarize and assess Wallerstein’s theoretical system and his many contributions to macro, historical and comparative sociology, to development studies and international political economy. The fourth discusses Wallerstein’s assessment of the evolution of the world capitalist system in recent decades, including his views on the concept of globalization, and the fifth focuses on earlier and more recent critical appraisals of his work, including the present author’s own, in light of the recent transformations in world capitalism identified with globalization.
United Nations Educational, Scientific, and Cultural Organization. (2012). Education for sustainable development: Sourcebook. https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=926&menu=1515
- Read the first section of the Education for Sustainable Development publication, titled “What is Sustainable Development?” While the Sustainability Module provided you with a good overview of Sustainability, this reading will cement your understanding and the three primary areas that are focal points of any sustainable program: the environment, society, the economy.These three building blocks will help to guide any changes you introduce into the classroom when integrating education for sustainable development (ESD).
United Nations Educational, Scientific, and Cultural Organization. (2012). Preparing for the future- Education for sustainable development [Video]. http://www.unesco.org/archives/multimedia/document-2588.
- While you watch the video, pay attention to the question that is framed by the children, namely: “How will you prepare me for my future?” Consider this as an educator and begin to visualize how you may currently answer this question in your classroom, and if not, what might work as a technique for educating tomorrow’s generation on the societal, economic, and environmental change they can make to incorporate sustainability in their lives. Also pay attention to the portion that discusses the “four thrusts” of access and retention through education (at 17:30). Reorientation of education from development to sustainable development. Awareness systems to build public knowledge for democratic change. Training programs to share and build on best practices
- This video is used as part of the discussion forum.
VIF International Education (n.d). Teacher guide. K-12 global competence grade-level indicators. Partnership for 21st Century Learning (P12). https://s3.amazonaws.com/com.appolearning.files/production/uploads/uploaded_file/818f97c9-21e2-4de3-82fa-30b2e63aecc6/K-12GlobalCompetenceGrade-LevelIndicators.pdf
- Global competence is critical for innovation in the 21st century. Educational approaches sensitive to our changing world infuse global awareness and cultural understanding into everyday classroom practices, while also utilizing the technological resources available to teachers and students today. These global competence indicators were created by VIF International Education in order to provide grade-level frameworks for integrating global awareness into classroom practices. In combination with professional development and curricular resources, global competence indicators support teachers in creating classrooms that are open to the world.