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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches


Edited By Lydiah Nganga, John Kambutu and William B. Russell III

This book on global issues, trends, and practices is intended to serve primarily as an instructional and learning resource in social studies methods courses for preservice teachers. In addition, it is an effective social studies and global education resource for college faculty, graduate students, inservice educators, and other professionals because it has divergent, practical, and relevant ideas. Teaching global education is challenging. It requires an understanding of globalization and how it affects policies, reforms, and education. Therefore, this book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. The volume includes detailed reviews of literature and research findings which facilitate the design of quality pertinent units and lessons plans. Indeed, this book is a critical tool to help educators and students to gain a better understanding of globalization and global education.
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Chapter Two: Teachers on the Front Line of Global Migration: Catherine Cooke-Canitz


Catherine Cooke-Canitz

No cultural group remains unchanged following culture contact; acculturation is a two-way interaction, resulting in actions and reactions to the contact situation.

David L. Sam and John W. Berry, 2010

Increased student diversity in the classroom is observable in today’s schools. In 2009, nearly one-quarter (23.8 percent) of the 70.9 million children in the United States under the age of seventeen had at least one immigrant parent (Batalova & Terrazas, 2010). Between 1993 and 2000, the student population in the United States rose by 12 percent, while the population of students with limited English proficiency (LEP) rose by 84 percent (Migration Policy Institute, 2012). Immigrant students bring with them the hope and excitement of increasing and strengthening global networks, of expanding thoughts and experiences, and of contributing knowledge and talents to communities and lives. However, schools feel the brunt of this societal change, and classroom teachers on the front line bear the hourly, ongoing challenges associated with the language differences, cultural adaptations, and potential cultural conflicts that immigrant students often bring. Schools and teachers must see “the new composition of their student body as a turning point calling for qualitative change and the development and implementation of new coping strategies” (Horenczyk & Tatar, 2002, p. 437). To embrace the benefits of cultural globalization, teachers are called upon to confront their own prejudice, bias, and perceived threats to their security, as well as to digest the prospect of adapting, adjusting, and coping every...

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