Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Seven: Global Classrooms: A Contextualized Global Education: Cameron White
Global educators share certain characteristic instructional strategies: they confront stereotypes and exotica and resist simplification of other cultures and global issues; foster the habit of examining multiple perspectives; teach about power, discrimination, and injustice; and provide cross-cultural experiential learning.
Merry M. Merryfield, 2008
Growing up today is very different from even a decade ago. Today the world truly is a smaller place and we really are part of a global neighborhood. People are instantaneously connected to international events through media, technology, trade, and global issues such as conflict, climate, and socio-economics. Borders do not mean the same thing as they did just a few years ago. A “globalized” world necessitates international connections, thus challenging traditional conceptions of nationhood and exceptionalism.
This chapter analyzes the concept of global education and suggests that we need to improve our contextualization of the issues and investigation of global connections. The chapter also suggests that a variety of popular culture texts and more student-centered approaches should be the focus. In addition, the concept of Global Classrooms is described as an alternative approach to meaningfully allowing students to analyze and engage in global education through research, problem solving, debate, and role-playing.
Teaching and learning must include education for a global perspective so that students might also become responsible “active” citizens of the world (Chapin, 2003; Diaz, Massialas, & Xanthopoulos, 1999; Tucker & Evans, 1996). A critical component of education in general, and social studies...
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