Introduction

Welcome to Cherie and Carol's assignment for EDEL 561 - PROCESS OF CURRICULUM DEVELOPMENT for the University of Alberta.

Glocalisation (or glocalization) is a portmanteau word of globalization and localization. By definition, the term "glocal" refers to the individual, group, division, unit, organisation, and community which is willing and able to "think globally and act locally." (en.wikipedia.org/wiki/Glocal)

We begin our study by looking at Global Citizenship as one of the goals of  global education:  Global education in Canada is discussed in this section, with a look at some of the challenges we face.  In  Elementary Glocality we examine what global education looks like in the elementary years. Section Three features a variety of  Project Sites for your perusal which we hope you will find useful. In Glimpsing Glocality, we look at how one local high-school is experiencing a global education with The Zambia Project.  Our Conclusion of Global Education might just be our beginning, as we reflect upon our findings and consider further questions. 


Reflection Questions:  At the end of each section, we have posted a reflection question; please join us back at e-class to participate in what we hope is an enlightening discussion on Global Education.

Educating the Global Citizen

Teachers are currently adjusting to the many changes regarding curriculum and debating “what should be the focus of our teaching” daily with our students. Technology, occupations, and knowledge are all areas changing at increasing rates influencing education to be a force that engages students with current and relevant information and utilizes a variety of learning activities.  Many believe that global education will help to mold the “global citizen.” They believe this should be the current task of education curriculums. McIntosh (2009) views the global citizen as:

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.

Global Gaps in Canada

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?

Who's deciding your fate?
from Scott McLeod

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

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.

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?

Project Sites: Making Global Education Easier

Photo courtesy: Katie Wardrobe

There has never been an easier time to engage in global education! Web 2.0 tools have created pathways and platforms that never existed before, and as you can see from this wide collection of project sites, teachers and students are jumping right in!

The following are project sites that support global education initiatives in Canada. Explore two of the following sites and "imagine" how this information might be used in your classroom/school/division to promote global education.

Check Your Head - educating youth for global hope and local actions. http://www.checkyourhead.org/

BC Teachers Federation - site for teachers, parents, media and local officers.http://bctf.ca/SocialJustice.aspx?id=6214

Canadian Global Campaign for Education - policy website for G8 countries to establish new plans for global education.
http://www.cgce.ca/education-g8/

Education Beyond Borders - discussion forum and links to blogs/related discussion sites.
http://www.educationbeyondborders.org/

21 st Century classroom - http://tcge.tiged.org/

Taking It Global - collaborative teacher site with project ideas

http://www.tigweb.org/

iEarn Canada (The International Education and Resource Network) - this site promotes collaborative global learning. Their byline is: "Projects that help children learn with the world not just about it!"
http://www.iearn-canada.org/

4Real Television Program - Sol Guy uses guests such as Cameron Diaz, Knaan, and Eva Mendes to bring awareness to global issues- samples on site but you have to purchase the video - I've used the DVD - students think it is interesting.

http://www.4real.com/school/

Global Education - This site has a significant section on teaching strategies, one of which includes using cartoons to teach global issues.
http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/2591

Reflection Question:
After experimenting with a few of these sites, do you see any valuable resources that might engage students in global “understanding” of citizenship and enrich their global education? How challenging will it be as a teacher to bring information/projects about global citizenship into your classroom???

Glimpsing Global Education

The Zambia Project:  Going big with Global Ed

A few weeks ago I had a chat with a Grade 12 student who is very excited about her upcoming trip to Zambia.  For the past year-and-a-half, she and her fellow classmates have been communicating with a youth centre in Zambia.  All the students in the Grades 9-12 AVID program participate in the Zambia Project at some level.   For the past few years, the students have been paying the tuition for approximately 8 students in Zambia so they can attend school. 

When the student I chatted with was in Grade 11, she had a Social Studies teacher who had actually been to Zambia.  Her class made shoeboxes with supplies that were sent to the students at the youth centre at Christmas. Another time a digital camera was sent to the centre so that the Zambian students could share images of their world with their partners back in Canada. Lastly, the Canadian students purchased i-pods and downloaded their favourite music for the youth centre to loan out to students.

Photo Courtesy:  Photos found on Creative Commons  1. Globe, 2. Sliced Digital Camera, 3. I ♥pod, 4. shoebox project - boxes


At the end of Grade 11, the students were so excited about the connections they had made, they started pressuring the teacher to plan a trip.  The students began fundraising at the end of the school year.  Their biggest fundraiser was a Barefoot Walk for Zambia, where the students collected pledges then completed a 10 killometre walk around two of our local lakes - barefoot. During Spring Break, five of the students will be going to visit Zambia to meet their buddies, work in the youth centre, and visit the countryside.  

All 4 grades have been involved in activities to provide the travelling students with items to take and share with the Youth Centre.  Some of the classes learned to knit and sent those items.  Also, blankets, quilts, soccer jerseys, boots, and flip flops were packed into about 16 pieces of luggage to be shared with their Zambian friends.

This is such an amazing opportunity for the teens involved.  Some factors that needed to be in place for this initiative to be successful:

• A teacher who is passionate about Zambia, and had prior knowledge of the community as she had visited there before. 
• Students who were excited about the project, and wanted it to continue.
• The school was supportive, and had a team approach to the project. 
•  Students chose to share what they were interested in with their buddies.  The exchanges were meaningful to them making for authentic involvement.
• Without parent support, and school fund-raising initiatives, the technology items could not have been purchased, and the trip for five of the students would not be happening.

Reflection Questions:  Does a large global project such as this reflect care-full global education?  Does such an experience help to create responsible, and globally competent students? 

What glimpses have you had into Global Education (in your own classroom, or those around you)? 

Concluding Our Exploration of Global Education

When it comes to global education, we've heard educators say, "we just don't have time; we have the curriculum to cover!"  Global educators will argue that, "we don't have time NOT to address these issues, they're on our doorsteps now."

The fact that Web 2.0 tools have brought the issues to our student's lives in ways unheard of before, must be taken into consideration.  Canadian students have multiple opportunities to view global events in real-time (24/7), and they hear frequent personal accounts of the events (sometimes touching, sometimes horrific).  As both Tupper (2007) and Reimer (2009) reasoned:  students need to have the opportunity to grapple with global issues in a meaningful and care-full way.

Lastly, it is our belief that the merging of global and local understanding and responsibility is a benefit to all.  Globally competent citizenship can make the world inside and outside of our classroom a better place.

We hope you have enjoyed your journey through Glocality: Exploring Global Education!  Now we turn the discussion over to our classmates in EDEL 561.  Meet you in e-class to reflect, express, share, question, consider, revise, and chat!

But first, we have one final Reflection Question....

Reflection Question:  How are you, as an educator,  going to address the very current world events that are occurring as we speak?  The attack on Lybia, the conflict in Egypt, The Tsunami in Japan, and whatever else happens tomorrow?

References

References

Bowers, C. (2009). The classroom practice of commons education. In D.J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (3^rd ed., pp 399-424). New York:RoutledgeFalmer.

Dodds, M. (2006). Teachers praised for raising global issues. BCTF Teacher Newsmagazine, 18 (6). http://www.bctf.ca/publications/TeacherNewsmag.aspx

McIntosh, P. (2009). Gender perspectives on educating for global citizenship. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (3^rd ed., pp 395-398). New York: RoutledgeFalmer.

Mundy, K. and Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. Canadian Journal of Education, 31 (4), 941-974. Retrieved from: http://www.csse-scee.ca/CJE/

Reimers, Fernando M. (2009). Global competency: educating the world. Harvard International Review. 30. 4: 24(4). http://www.hepg.org/main/her/Index.html

Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings. The Alberta Journal of Educational Research, 53 (3), 248-258. Retrieved from:

http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/view/698/676

Smith, D. (2009). Curriculum and teaching face globalization. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (3^rd ed., pp 368-384). New York: RoutledgeFalmer.

Tupper, J. A. (2007). From care-less to care-full: Education for citizenship in schools and beyond. The Alberta Journal of Educational Research, 53 (3), 259-272. Retrieved from:

http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/view/699/677