Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Nineteen: Preparing Teachers for Global Consciousness in the Age of Globalization: Lydiah Nganga
Preparing teachers for global consciousness is critical because schools are increasingly diverse. To ensure that educators have the knowledge and skills needed in this globalized era, it is important for teacher education programs to have course content that examines global perspectives. This chapter explores pre-service teachers’ perceptions of global citizenship, discusses instructional activities used in a social studies methods course to help pre-service teachers to develop skills critical to cultural appreciation, and, finally, it examines the application of the knowledge gained to a social studies curriculum.
The ongoing globalization phenomenon is not limited to global economies. Rather, other areas of life are affected as well. For example, it appears that students are seeking college education at rates never before seen, perhaps because of the pressure of globalization. In essence, “keeping pace in a world of rapid technological change puts a premium on being flexible and prepared to respond to unknown situations and challenges” (McPherson & Schapiro, n.d., p. 4). To McPherson and Schapiro, globalization requires higher education curricula to factor international contexts. Indeed, in the current age of rapid globalization, institutions of higher learning are at the crossroads of many cultures due to increased global migration and mobility. As a result, they must be ready to teach skills and impart knowledge essential to global consciousness. In addition, due to increasing interconnections between nations, and as nations continue to face global issues, there is a need to broaden existing higher education curricula to include democratic...
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