What is Globalization?

Interconnectedness among
people and states, by virtue of:

Economic systems
Environmental systems
Communication systems
Political systems
Social systems
Cold War Era vs. Globalization
Cold War Era Globalization
Division and walls Integration and webs
National loyalties International
Friends and loyalties
enemies All are competitors
One-on-one Multi-person
communication communication
technologies, e.g., technologies, e.g., the
telegraph, Internet, cable TV
telephone
 An Educational Response: Three
Questions
How do we learn about one another in ways
that span boundaries and enlarge
understanding?
How do we do this in ways that respect the
sacred while promoting the secular?
How do we interact with others so as to
grasp the essence of other peoples
contributions?
Education for a Global Perspective
The National Council for the Social
Studies: A Global Perspective
Emphasizes human experience
influenced by transnational and cross-
cultural interaction
Emphasizes the wide variety of actors on
the world stage
Emphasizes that the fate of humankind
cannot be separated from the state of the
global environment
Emphasizes that there are linkages between
present social, political, and ecological
realities and alternative futures
Emphasizes citizen participation at both
local and international levels
 Long term goals of schools
Methods of implementing goals
1-to appreciate people from other cultures
1-helps students learn firsthand
2-to develop sensitivity to the needs of
about cultures of other countries.
people
2-share what they are learning
3-to increase knowledge about people
locally and globally with others.
around the world
3-collaborate on common projects
across national boundaries.
Characteristics of a
global classroom
Concepts that develop a global
4-study and live in other
perspective woven throughout
countries with students
curriculum.
from other countries,
1-helps students develop cognitive
5-welcom global career
skills and attitude such as empathy,
opportunities.
interconnectedness, perspective
6-develop capacities for
taking, cross-cultural
success in a global village.
understanding, action orientation,
and prejudice reduction.
Need for Education at Three Levels
(David Hoopes)
The Local-Traditional Level (pre-1750): little
need to understand the perspectives of
others
The National-Modern Level (1750-1960):
need to communicate with others increases
The Global-Postmodern Level (1960-
future): great need to interact with and
understand others
 Demands of a Global Society
A healthy, well-functioning global society
demands that individuals have the ability to
think, perceive, communicate, and behave
in new and different ways with people from
many different backgrounds. The
preparation of individuals for these kinds of
interactions is the goal of global or
international education.
 Characteristics of a Global
Classroom
Pedagogies: Old and New
Traditional practices
Developmentally appropriate practices,
collaborative and cooperative projects
Creative use of technology
Broad use of maps, local and national
newspapers, taped television programs, United
Nations 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
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
data-bases
Assessments: Old and New
Use of traditional assessments

Use of alternative assessments

Writingor drawing political cartoons, poems,
songs, posters, flyers
Computer-generated tests and games
Puzzles, solving real-world problems
 Requirements of Teaching a
Globally Oriented Curriculum
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.
 Characteristic of a globally
competent citizen
1. Has appreciation for people from other cultures.
2. Is sensitive to the needs of people different from
themselves.
3. Has increasing knowledge about people around the
world.
4. Has critical cognitive skills and attitudes such as
empathy, interconnectedness, perspective taking,
cross-cultural understanding, action orientation, and
prejudice reduction.
 Activity #1
What does characteristic as a
globally competent citizen
means to you?
 Activity #2
As a future educator, how can you make
your classroom a global community?
Prepared by:
Igmedio A. Teoxon
Elvin Bolante
Bio/sci. 4