Reflective Post #9: Global Awareness

Educating for Global Competence: Preparing Our Youth to Engage the World

Mansilla, Veronica Boix; Jackson, Anthony (2011)

In Chapter 1, the authors explored the call for educators to teach global awareness. Educators must teach in a way to promote relevant and self-directed learning that will prepare students to live and collaborate in a global environment. (1) In many ways, globalization has leveled the playing field with employers looking for competent, reliable workers. These new jobs will demand expert thinking and complex communication. In 2009, 70% of jobs required specialized knowledge and skill. (1) The top 10 jobs for 2010 didn’t exist in 2004. These future jobs require an increased level of preparation for our students in all subject areas. (2) Students need to understand global significance and investigate these matters. Social networking in other countries and learning how to take action are two areas that need to be explored by students. This will create a system of life-long learners. (3) The focus for learning needs to be on what happens when cultures meet.

Students need to be able to consider other’s perspectives and communicate with diverse audiences. For example, climate instability is a world problem. Many jobs will be focused on this worldwide problem. The world we are preparing our students for is different from the industrial world in which our public schools were created and, therefore, our education system needs to change to fit this new world. (5) We all need to work as one global system. (8)

In Chapter 4, students were challenged with recognizing they hold a particular and unique perspective based on their religion, their location and their economic situation. Students today need to understand that knowledge and technology is unevenly distributed in the world. (31) The authors stated there are four ways for students to recognize perspectives: express their own perspective and identify influences, examine other’s perspectives, explain cultural interactions and influences and articulate how differential access affects the quality of life. (31)

Students in America and India were challenged with exploring shelters and sharing their ideas with one another. American students found this project raised their awareness of world inequality and their privileged lifestyle. In India, the students were learning on the ground, barefoot and outdoors. They were more in touch with nature and the preservation of resources and valued creativity. Students were engaged in cultural conversations about dilemmas in their life. (34) For the next project, students in America and Afghanistan contributed to discussions of humor and laughter in their culture. Afghanistan children reported that they use laughter in their culture as an escape from pain and fear. American children use laughter to communicate and connect. (35) Students were able to examine social stereotypes and learn to combat them. They were able to understand and relate to others’ views. (36)

Reflection

I think this is one area that students, and my own children for that matter, are seriously lacking. Global awareness is not a topic that is commonly addressed in school but definitely should be. I particularly connected with Mansilla et al’s article when they stated that the world we are preparing our students for is vastly different from the world in which our public schools were created. I couldn’t agree more. We, as educators, must start thinking globally and preparing our students for the digital and global world they will be a part of in their life and career. When the authors commented that the top 10 jobs for 2010 didn’t exist in 2004, I started thinking about how we are preparing our students for jobs that haven’t been created yet.  I think jobs in relation to climate change will be especially popular. A focus on sociology and science would be advantageous for students for these careers.

After reading these articles, I have a better understanding of the global community. I also think students need to explore other cultures and perspectives to realize the inequities in technology and economics. I think most of my students live in their bubble and aren’t very globally aware. The projects in the Mansilla et al article were great examples of how we can teach these topics to our students.  I have a new student from Saudi Arabia, and another from Venezuela, and it would be interesting to allow them to share their unique perspectives with the class. In regards to math, I’m not sure how to incorporate global awareness. I’m looking forward to connecting with a teacher in another country to get some ideas.

Virtual Field Trip Experience: Le Louvre and Hershey’s

I really enjoyed visiting Le Louvre through the virtual field trip. I was able to explore the Egyptian Antiquities, Remains of the Louvre’s Moat, and Galerie d’Apollon. The site offered 360º views of the room. I kept thinking how much work went into creating this site, but how amazing it would be for students to experience.

I also visited the Hershey’s site. I was able to see how the chocolate is made, the different products they offer and learn more about Hershey himself. While I missed the tastes and smells, it was still interesting and entertaining.

OER http://www.oercommons.org/learn-about-the-movement

This site offers many options to learn about Open Educational Resources. One can learn more about them in general or learn how to start one itself. They also have a list of the best OERs for you to explore. They offer guidelines for creating one as well.