Introduction of global education
Global education according to Werner and Case (1997), movements to promote a global perspective within social studies are due to the state of the planet as a whole and an understanding of how its systems political, cultural, economic, ecological, and technological are linked and how these are manifested in relationships. Werner & Case (1997) introduce the importance of differing perspectives by stating “global education has been associated with curriculum reform advocating a more global perspective on the world.
A need exists for students to examine the world from varying perspectives and to become aware of the complex interrelationships that characterize it” (p. 177). Kirkwood (2001) describes globally educated people as “those who possess hightech skills, broad interdisciplinary knowledge about the contemporary world, and adaptability, flexibility, and world mindedness to participate effectively in the globalized world” (p. 11).
Therefore, the teacher needs to strive for and possess the above characteristics in order to validate her/himself as an educated person of the 21st century. Following the crisis of September 11th, Merryfield (2002) posits the question, “Did teachers possess sufficient knowledge of relevant cultures, their beliefs, felt needs, histories, political economies and their past and present relationships with the United States to be able to provide students with the necessary background information?” (p. 148). This question needs to be further explored and there is no better time than now due to the dilapidating state of our planet to begin to address the concern for a more holistic and deeper understanding of the world.
Types of global education
Multicultural Education:
Global education increasing diversity within U.S. schools provides both opportunities and challenges. Diverse classrooms and schools make it possible to teach students from many different cultures and groups how to live together cooperatively and productively.
However, racial prejudice and discrimination are challenges that arise when people from diverse groups interact. Teachers need to acquire the knowledge and skills necessary to maximize the opportunities that diversity offers and to minimize its challenges.
Teacher education programs should help teachers attain the knowledge, attitudes, and skills needed to work effectively with students from diverse groups as well as help students from mainstream groups develop cross-cultural knowledge, values, and
competencies.
Global Citizenship Education:
Imagine a huge ball-room. It is full of people wearing black-tie. They are all celebrities. You also see a red carpet leading to a stage on the other side. On the stage there is Nelson Mandela. He is holding a prize. It is the activist of the year prize. He calls your name. You walk down that corridor.
Everyone is looking at you. What are you wearing? How are you feeling? Think about how you got there: the number of people that have signed your petitions, the number of white bands on the wrists of your friends, the number of people you have taken to Edinburgh.
Theme of global education
Global education media is another area where caution needs to be exercised in the area of forming perspectives. Media influences Eurocentric thinking and instead of depending on what the media presents students can find other sources of information and compare understandings.
Other ways to get information is through crosscultural interactions, presentations by guest speakers, videos, biographies and documentaries and books among many others. Students need to be informed with current up to date material and then given a chance to reflect on this information. Therefore, it is important that there be a reflection component to encourage further critical and decision making thinking. Reflection could take place by using discussion boards, emails, chats, journals, and any other way that students feel comfortable. These are all effective ways to gain substantive knowledge about the world and its systems and perceptual understandings especially if a follow up with constructive feedback is given.
This method validates children’s knowledge and strengthens their confidence in decisionmaking and in selfesteem. Teachers must educate themselves first in local, global and national knowledge systems of the world and continue learning about global issues together with their students.
Conclusion of global education
Global education researching this topic makes me realize that there is so much more that needs to be explored
and examined in the area of global education. The challenge of reversing the effects of cultural imperialism and of colonization is far beyond what a few groups of nations can manage. Informed educators are needed to present global awareness topics and to create trusting atmosphere in classrooms.
All children of the world are entitled to education. This would be a great start in enlarging the global perspective of all society. Education is meant to change people for the better and to create prosperous, productive and meaningful lives. All nations of the world are related and there is no one race or cultures that is better than the other. This is all the reason more to teach social studies with a global perspective infused throughout with the themes, elements, and new understandings that are explained in this paper.
The role of the teacher, as described by Smith (2000), clearly enhances the atmosphere and the requirements for a successful classroom that enhances true learning in global education. He explains this by saying, “a successful classroom is a place where each student feels that indeed they have a place; a place, over time, where relationships can be trusted, where inner dreams as well as demons can be shared without ridicule by both teachers and students alike, where individual differences of color, creed and origin are seen as contributive to a shared future.