Global education

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Global education is a set of ideas taught to enhance one's perception of the world. It is taught within the curriculum where teachers integrate multiple dimensions, perspectives, and citizenships into everyday lessons. It began as an undertaking to restructure education and society in the 1960s and 1970s, through the initiatives of educationalists, NGOs and intergovernmental organizations. This global approach seeks to break an educational program that is stuck in subject knowledge and national culture, and instead, seeks to discover alternative motivations for education and alternate futures.[1]

Other definitions[edit]

In Australia, it is perceived to enable young people to participate in shaping a better, shared future for the world. It emphasizes the unity and interdependence of human society, developing a sense of self and appreciation of cultural diversity, affirmation of social justice and human rights, as well as building peace and actions for a sustainable future at different times and places. This approach is also believed to promote positive values and prods students to take responsibility for their actions and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world.[2]

United Kingdom:[3]

  • It is not a subject but a dimension that runs through the curriculum, an extra filter to help children make sense of all the information and opinions the world throws at them. It combines methodology - active and experiential discussion based activities, a caring, co-operative and open outlook on the classroom experience, and core concerns- finding out about all the world's cultures and groups, about the causes of poverty and inequality and about the environment.
  • It is a way of approaching everything being taught and how it is taught. It broadens horizons and encourages exploration of all subjects from a global perspective.

Network of Young Europeans:[4]

  • A creative approach to bring about change in society.
  • An active learning process based on the universal values of tolerance, solidarity, equality, justice, inclusion, co-operation and non-violence.
  • It begins with raising awareness of global challenges and creates a deeper understanding of the complex underlying issues thereby changing people‘s attitudes and encourages them to reflect on their own role in the world.

Tokyo Global Engineering Corporation:

  • The application of currently accepted scientific principles to the design of projects that cannot be implemented until the emergence of a global state. An example is an updated version of the Cosmopolitan Railway, using a vactrain instead of rail.

In the United States[edit]

The National Education Association (NEA) recognizes Global Education to be a goal that educators strive to succeed in the classroom. The American association supports study abroad trips and teaching overseas for teachers to get a first hand experience of different cultures.[5]

(THINK Global School), a not-for profit high school based in New York City, provides students with a global education through travel, with enrolled students living and learning in four different countries each year, twelve countries total. The curriculum is designed around place- and project-based learning, allowing students to self-guide their global experiences.

Universities in the United States are also expanding their study abroad programs to enhance greater interconnectedness and global economic interdependence. The Institute of International Education (IIE) is researching effective ways that higher education in the United States can grow and create quality study abroad programs within the curriculum.[6]

Many K-12 schools within the United States have adapted a Global Education Framework that was created for state wide implementation. Within this framework consist of six essential steps for a successful global education curriculum within each school:[7]

  1. Global Competency Standards for Students and Teachers
  2. Effective and Scalable Teacher Supports, Resources, and Tools for infusing classroom with global knowledge and skills
  3. A New Approach to Language Instruction that includes statewide dual language/immersion plan beginning in elementary school
  4. Whole-School Models that include internationally-themes schools, transformation models for low-performing schools, and regional duel language/immersion schools
  5. Networking and Recognizing Districts, Schools, and Educators to drive implementation and innovation
  6. Global Experiences for Students and Educators including teacher exchange, educational travel, virtual exchange, and global academic competitions

American universities global education programs[edit]

Universities in the United States have recently been expanding on the degree programs relating to global education. Many universities offer Bachelor Degree programs and certifications in Global Education, M.S. degrees in Global and International Education, M.A. degrees in International Education, and doctorate degrees in International Education.[8]

Careers[edit]

People with a degree in International Education design, implement, manage, and evaluate multiple education programs within public and private primary and secondary schools, public and private higher education programs, national corporations, and cultural agencies. People in the job field can work at agencies across the world, within elite universities, and a variety of global education organizations.[9]

Awards and organizations[edit]

In January 2016, the Institute of International Education (IIE) announced the winners at the annual IIE Andrew Heiskell Awards for Innovation on International Education. The Heiskell awards were created to promote and honor outstanding commitments conducted in international higher education. Categories of the awards include: Internationalizing the Campus, Study Abroad, International Partnerships, and Internationalizing the HBCU. These awards hope to bring public awareness to the benefits of international education.[10]

The International Education Association of Australia (IEAA) awards professionals in the global education field for their outstanding contributions to international education in Australia by providing excellence and best practice. The International Education Association of Australia (IEAA) also supports the international education communities’ research, projects, journalism, publications, and more areas that contribute to the global perspectives in education.[11]

Children's literature[edit]

Evidence based practices have shown that literature can help children learn about global issues. By exploring diversity in text, connecting the literature to service learning and activism, promote critical thinking about themselves in the global community, and develop their global awareness with literacy elements. Literature introduced in the classroom can teach multiple skills that prepare for further learning within the global community.[12]

Technology[edit]

Technology is a key provider in learning about globalization and participating in the global community. Technology can be used in the classroom to communicate around the world, establish global relationships, learn more about global current events, and developing global research. The advancements of technology will have a positive impact of global education in primary schools and higher education schools.[13]

Service learning[edit]

Service learning or local volunteer service work are included in conceptualized global citizenship programs. This approach is criticized because global relations are dramatically split into rich and poor, or oppressor and oppressed, respectively. Experiences of oppression are more complex than experiences of oppressing. Global citizenship education includes connecting nearby and worldwide issues and points of view and may incorporate such themes as human rights, social equity, and citizenship instruction, economic improvement, and globalization. Service learning can carry the possibility to recreate social disparities and advance, instead of dissipate, stereotypes.[14]

Organizations dealing with global education[edit]

References[edit]

  1. ^ Standish, Alex (2014). "What is global education and where is it taking us?". The Curriculum Journal. 25 (2): 166–186. doi:10.1080/09585176.2013.870081.
  2. ^ "What is global education? | Global Education". www.globaleducation.edu.au. Retrieved 2018-10-25.
  3. ^ "The Global Teacher Project". Globalteacher.org.uk. Retrieved 2015-05-20.
  4. ^ "What is global education? | GLEN". Glen-europe.org. Retrieved 2015-05-20.
  5. ^ Global Education in the U.S. (n.d.). Retrieved April 24, 2016, from http://www.nea.org/home/37297.htm
  6. ^ Meeting America's Global Education Challenge. (n.d.). Retrieved April 24, 2016, from http://www.iie.org/Research-and-Publications/Research-Projects/Study-Abroad-Capacity-Research-Initiative
  7. ^ Framework for State Action on Global Education - P21. (n.d.). Retrieved April 24, 2016, from http://www.p21.org/our-work/global-education
  8. ^ US Programs. (n.d.). Retrieved April 24, 2016.
  9. ^ Department of Humanities and Social Sciences in the Professions. (n.d.). Retrieved April 24, 2016, from http://steinhardt.nyu.edu/humsocsci/international/CareersinInternationalEducation
  10. ^ Press Release. (n.d.). Retrieved April 24, 2016, from http://www.iie.org/Who-We-Are/News-and-Events/Press-Center/Press-Releases/2016/2016-01-25-IIE-Announces-Winners-of-2016-Heiskell-Awards
  11. ^ IEAA Excellence Awards 2015. (n.d.). Retrieved April 24, 2016, from https://www.ieaa.org.au/what-we-do/ieaa-excellence-awards
  12. ^ ERIC - Breaking Boundaries with Global Literature: Celebrating Diversity in K-12 Classrooms, International Reading Association (NJ3), 2007. (n.d.). Retrieved April 24, 2016, from http://eric.ed.gov/?id=ED497893
  13. ^ Mapping the future: The future of education. (n.d.). Retrieved April 24, 2016, from http://reports.weforum.org/outlook-global-agenda-2015/future-agenda/mapping-the-future-the-future-of-education/
  14. ^ Aktas, Fatih, et al. “Institutionalizing Global Citizenship.” Journal of Studies in International Education, vol. 21, no. 1, 2016, pp. 65–80., doi:10.1177/1028315316669815.

Further reading[edit]