a citizen with habits of mind, heart, body and soul that have to do with working for and preserving a network of relationships and connections across lines of differences and distinctness, while keeping and deepening a sense of one’s own identity and integrity (p. 385).Reimer (2009) is also passionate about the need to teach our students to be globally competent citizens, not only so that they can cope with global challenges, but with the ultimate goal of creating a more peaceful global community. He believes we are at a critical stage and that:
[t]he failure to develop this skill of global citizenship will contribute to growing conflict and undermine the economic competitiveness of nations in which the global competency deficits are most acute (p. 24).
He stresses that much of the political violence worldwide "stems from people's inability to tolerate those with different views and interests or to work out those differences in peaceful ways" (p. 24). To achieve global peace, we need to raise empathetic global citizens who have a "positive disposition towards cultural differences and a framework of global values with which to engage these differences" (p. 24).
Tupper (2007) reminds educators that there is a “care-less” or a “care-full" method of instructing students towards global citizenship. With careless citizens “denying or ignoring the false universalism embedded in liberal democracies…..that fail to understand the deep inequities that exist in the world” (p. 259). The opposite of this is care-full citizenship which is “in and of itself an action, a way of being” (p. 260) through “participatory citizenship [that]promotes understanding of the workings of social and political organizations through participation in such organizations” (p. 261).
The Challenge in Canada
In Alberta, we begin Social Studies grade 10 with the theme of “globalization” and progress through nationalism in grade 11 to ideologies as key related issues by grade 12. Students are challenged to consider greater influences to their understanding of history through more then Eurocentric or ethnocentric perspectives. But this process is often hampered with a student’s lack of historical reference, time restrictions for in-depth studies and some believe with high stakes testing at the grade 12 level the whole process is doomed before we begin (Tupper, 2007).
Where does a teacher "fit"global education into their curriculum? As Smith (2009) indicates the challenge for curriculum in the new “millennium may be to develop the ability to deconstruct theory…and question previous unquestioned assumptions” and consider our role in not just our local society but that of a global society (p. 369). McIntosh (2009) encourages educators to develop with their students “global sensibility ….and to bring this sensibility into the school” (p. 391). She refers to the advantages of travel as a method for developing global awareness, analysis of global issues, and not giving up on “young people even if they do not want to become global citizens (p. 396/97). McIntosh also promotes the understandings of the roles all peoples, including women, play in our globalizing world.
Who among us understood these issues at the age of 16-18? The reality is that the world is a different place, and the global community is now on our school doorsteps. Some educators believe that students often understand global issues more clearly because they are not jaded with past negative experiences. Others believe students are not afraid to TRY something new – therefore without the fear of failure they are willing to experience outside their comfort zones.
Where does a teacher "fit"global education into their curriculum? As Smith (2009) indicates the challenge for curriculum in the new “millennium may be to develop the ability to deconstruct theory…and question previous unquestioned assumptions” and consider our role in not just our local society but that of a global society (p. 369). McIntosh (2009) encourages educators to develop with their students “global sensibility ….and to bring this sensibility into the school” (p. 391). She refers to the advantages of travel as a method for developing global awareness, analysis of global issues, and not giving up on “young people even if they do not want to become global citizens (p. 396/97). McIntosh also promotes the understandings of the roles all peoples, including women, play in our globalizing world.
Who among us understood these issues at the age of 16-18? The reality is that the world is a different place, and the global community is now on our school doorsteps. Some educators believe that students often understand global issues more clearly because they are not jaded with past negative experiences. Others believe students are not afraid to TRY something new – therefore without the fear of failure they are willing to experience outside their comfort zones.
A study of Canadian elementary schools found that global education eroded during the 1990's due to budget cutbacks, (Mundy, 2008, p. 946). Teachers now see there are "gaps" within various provincial curriculums that can not provide students with clear global citizenship education. Some teachers have suggested creating cross-curricular projects to integrate concepts in elementary programs. Many feel senior teachers should try to address issues that are important for current awareness of sustainability issues, even if they might tend to be controversial, by encouraging students to use critical thinking and active involvement. (Munday, 2008, 954 and 968).
Teachers in British Columbia are encouraged to bring tough global issues (such as the HIV/Aids pandemic in Africa) into the classroom. Stephen Lewis (as cited in Dodds, 2006) urges us to understand that "we must take these issues into the classroom and allow young minds to grapple with the issues" (p. 9) This need to teach global competency skills is supported by Reimer's (2009) finding that:
schools and universities around the world are not adequately preparing ordinary citizens to understand the nature of global challenges, such as terrorism, climate change, human-environmental interactions, world trade, demographic change, and global conflict (p. 24).Educators are bombarded with startling facts and extremist views about changes predicted to our education systems, with emphasis placed on teachers to CHANGE and get ready for how our students will interact in a "new" global environment.
Are fear tactics the way to motivate teachers? Or, will such extremist views (as presented in the image below) further alienate reluctant teachers and widen the global learning gap?
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Please view one (or both) of the following two video clips – perhaps you have already watched these as they are often used to start “discussions” about 21st century learning.
View clip #1 – Shift Happens Educational 2010
Although some of the facts in these videos may already be outdated they indicate a clear change in instruction and a need for curriculums and teachers to TRY new methods.
View clip #1 – Shift Happens Educational 2010
View Clip #2 - A Vision of K-12 Students Today
Although some of the facts in these videos may already be outdated they indicate a clear change in instruction and a need for curriculums and teachers to TRY new methods.
Reflection Question #1: (please remember to post this in e-class)
Create a statement that reflects your response to the information in this section regarding global citizenship and 21st century learning.
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