Elementary Glocality

Raising cultural awareness "should probably start at early ages, when children's basic values are shaped" (Reimer, 2009, p. 24).

I would argue that most children enter our school systems with some knowledge and awareness of other cultures, thanks to the powers of pre-school programming. Two programs currently on Treehouse Tv are: Sesame Street's Global Grover and Are We There Yet? World Adventure. Both programs introduce young children to the global community on their level. Rebecca Honig, a curriculum specialist at Sesame Workshop, explains:

Far, far away is a difficult concept for preschoolers. They are more connected to their own family and neighborhood, so that's where we started. We knew we had to take what's familiar and apply it to the rest of the world.

Using a lens of familiarity, preschoolers can view differences between cultures. For instance, in one episode Global Grover examines bathtime around the world. Bathtime is the lens of familiarity - difference lies in how children take baths in various parts of the world.


One might argue that this is another way of looking at glocality: the familiar is local, and the difference is global. When viewed together, they are non-threatening, and understandable. The fact that Sesame Street used a generationally familiar muppet, Grover, instead of using a new muppet to host the show, ensures that parents are even more on board with the move to global education for their preschoolers.

Are We There Yet World Adventure explores different global comunities such as: India, South Africa, Poland, Canada, New Zealand, China, to name a few. The program features various siblings traveling and experiencing life in other countries. As beautifully as this program is designed, one wonders: are stereotypes merely being introduced and reinforced for young children? Or are possible stereotypes excusable because they might promote positive feelings towards other cultures?

The following video clip of Are We There Yet World Adventure Interactive Website provides a glimpse at on-line global learning for children aged 4 - 9.




The notion of a familiar lens to present global differences is also at the core of Margriet Ruurs picture book: My Librarian is a Camel. The familiar is the practice of librarians sharing books with children. The global aspect examines the differences in how librarians get those books to children in other places around the world.

Globally-minded children's authors like Ruurs perform school visits and bring their global experiences to life for children in exciting ways. Ruurs created a global bookmark exchange called: A BOOK MARKS OUR WORLD. Teachers can contact the author to be paired up with another classroom from around the world. Students make hand-made bookmarks for their partner class, and write about their favourite book. This is an easy way to support young children in building their global community. It could also lead to more in-depth exchanges....the global possibilities are out there for us to explore.

Reflection Question: Do you think these examples of global education for young children are helpful in creating globally competent citizens?