Online Course Proposal BY ajones7874 Global Citizenship Across the Curriculum Chapter 1 – Draft Andrea Peterson-Jones October 21, 2013 California State University East Bay Background In the not so distant past, citizenship or civics education in the United States embraced an assimilation ideology, focused on Anglo-protestant conformity effectively eradicating the cultures and languages of diverse groups.
During assimilation, when members of identifiable racial groups began to acquired the language and culture of the Anglo mainstream, they were often denied inclusion and ull participation in the community because of their racial characteristics. Anglo- Saxon Protestant tradition was for two centuries, and in crucial respects still is, the dominant influence on American culture and society(Schlesinger, 1992, p. 28). This approach to civic education created conflict, anxiety, demoralization, and resentment in those forced to disconnect from their culture and belief systems.
Today, the term Civics is rarely used, having been replaced with Global Education or Global Citizenship. In an ever increasing interdependent world, educators are emonstrating a growing interest in educating for global citizenship. Because of growing ethnic, cultural, racial, language and religious diversity throughout the world, global citizenship education is imperative to properly prepare students to function effectively in the 21st century Global Economy. Citizens in this century need the knowledge, attitudes, and skills required to function not only in their own cultural community, but beyond cultural borders and divides.
Online Course Proposal Example
As educators, it becomes our responsibility to incorporate student strategies for acquiring these skills into our everyday curriculum. According to Cushner and Brennan (2007), cultural competence is required to be an effective educator. “Teachers who are culturally competent,” they argue, “understand cultural traditions that extend beyond the borders of the United States, can communicate across cultures, and have the expertise to prepare learners for living and working in the global community” ( p. 10). We live in one of the world’s most diverse countries, and we are experiencing a time of dramatic change.
We must recognize the rapid pace of globalization and the increasing competition and changing workplace that our Nation’s graduates will face in their future. Nussbaum, 1997) “The source of America’s prosperity has never been merely how ably we accumulate weal tn, out now well we educate our people . Inls nas never Deen more true than it is today. In a 21st-century world where Jobs can be shipped wherever there’s an Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best Job qualification is not what you do, but what you know.
Education is no longer Just a pathway to opportunity and success, it’s a prerequisite for success. Our children will compete for Jobs in a global economy that oo many of our schools do not prepare them for. In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer Just a pathway to opportunity – it is a prerequisite. The world is changing rapidly. American students need to graduate from school not only ready for college, but globally competent. We must prepare the rising generation to connect, compete and cooperate with their peers around the world.
This is a prescription for economic decline, because we know the countries that out-teach us today will out-compete us tomorrow. ” President Barack Obama, 2010 Needs Statement America’s K-12 educational system must graduate students who are well prepared in not only literature, mathematics and science, but also in their knowledge and understanding of global issues, foreign languages and world cultures (Lewin & Schattle, 2009) . Rapid globalization and increasing competition in a changing workplace are the realities graduates will face in their future.
According to Altinay and Brookings Institution (2007) students in their final years of high school are not being offered enough opportunities in the conventional curriculum to develop those ard and soft skills that they will need to meet the challenges already present in the world. America’s future economic strength and national security depend on its ability to prepare young people to meet the challenges of the twenty-first century and be leaders in the global society (Olson, Evans, & Shoenberg, 2007).
The course proposed, Global Citizenship Across the Curriculum, is designed to provide educators from all grade levels and disciplines, practical methodologies for the global enrichment of their courses (K-12), and evaluation strategies which ensure authentic cross-cultural experiences (Olson, Evans, & Shoenberg, 2007). The course content contains opportunities for educators to connect & collaborate with other educators around the globe using various technologies including Skype in the classroom.
Participants are introduced to pedagogies that help students build critical thinking and problem- solving skills through interactions with global issues and the perspectives of the people experiencing them. (Nussbaum, 1997) . When educators learn best practice methodologies to instill leadership skills in their students, they help them construct avenues for responding to global conflict, simultaneously developing their cross- ultural competency as 21st Century critical thinkers and leaders.
Course participants learn ways to infuse their curriculum with global project-based learning experiences that help them develop the global competence they need for success in a global economy. They learn to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between their students and the world (Lewin & Schattle, 2009).
Global Citizenship Across the Curriculum is delivered 100% online and the internet serves as a fundamental learnlng, researcn, ana communlcatlons tool Tor teacners ana students Ine DeneTlts of distance learning become evident as course participants apply newly learned skills using online tools and collaborative forums to confront and reflect on a variety of global issues. Graduates leave the course with an expanded knowledge base to actively engage students and articulate global citizenship and real world skills across the curriculum.
Key Definitions Assimilation: to cause (a person or group) to become part of a different society, country, etc. Anglo-Saxon: a person whose ancestors were English. Cross-cultural: dealing with or offering comparison between two or more different cultures or cultural areas . -Technologies: the use of the internet in industry, engineering, etc. , to invent useful things or to solve problems. Global Citizenship: aims to empower pupils to lead their own actions with the knowledge and values that they have gained from learning about global issues.
Ideology: a systematic body of concepts especially about human life or culture; a manner or the content of thinking characteristic of an individual, group, or culture; The integrated assertions, theories and aims that constitute a sociopolitical program. Pedagogy: the art, science, or profession of teaching young people. References Altinay, H. & Brookings Institution (2010). The case for global civics. Washington, D. C: Brookings Institution, Global Economy and Development. Lewin, R. & Schattle, H. (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York: Routledge. Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, Mass: Harvard University Press. Olson, C. L. , Evans, R. , & Shoenberg, R. E. (2007). At home in the world: Bridging the gap between internationalization and multicultural education. Washington, DC: American Council on Education.