International & Global Education: Teacher

Compatibility By: Nora El-Bilawi

warm-up

International & Global Education/ Cultural View

“…integrating an international, intercultural or global dimension into the purpose, functions or delivery of…education” (Knight, 2003).

Globalization vs. global education: globalization is an inter-national and intra-national force, while global education is a teaching/learning paradigm. (globaleducation.edu, retrieved 2008)

http://www.youtube.com/watch?v=iKsqOLrVahw&feature=related (youtube.com)

International mindedness: biases & intercultural

sensitivity

WHAT ARE THESE BIASES? Comments!

Teachers AttitudesAccording to Duckworth, Walker-Levy, & Levy:

barriers that teachers often face in international settings.

miscommunications of teacher-student role conceptualizations and expectations.

lack of fit between teacher and classroom/student.

after culture shock comes administrative barriers

Youth’s attitude towards A “global citizens” program

http://www.youtube.com/watch?v=cXYLJXoFqOI

Need for international mindedness

According to Duckworth, Walker-Levy, & Levy:

Culturally-based misunderstandings arising from incongruities between the life experiences and cultural backgrounds of teachers and students can and do result devastating the learning process.

Developing a sense of ‘international mindedness’ (IM) can serve as an impetus for overcoming some ethnocentric perceptions, behaviors, and ways of being in the world that can affect not only a teacher’s efficacy in the culturally- and linguistically-diverse classroom, but also his/her ability to succeed in an increasingly diverse world.

characteristics of internationally minded

teachers‘possess an ecological world view, believe in the unity of humankind and the interdependence of humanity, support universal human rights, have loyalties that extend beyond national borders, and are futurists’ (Hett, 1993: 9).

teachers challenge oppressive educational practices, support marginalized students, and champion reform to support the underrepresented in the classroom (Levine-Rasky, 2001).

recognize the interdependence between countries and cultures. (Duckworth, Wlaker-Levy, &Levy, 2005)

bilingual vs. monolingual

preparation for international mindedness

pre- & in- service teacher preparation and professional development programs are the pathways towards bridging the gap.

the 3 approaches of international teacher education programs

Prepared for Prepared for teachers who teachers who serve abroad serve abroad

Prepared for teachers Prepared for teachers who include global who include global content in national content in national

programsprograms

Prepared for Prepared for teachers who focus teachers who focus

on domestic on domestic multicultural multicultural

concernsconcerns* focus on global * focus on global citizenship content.citizenship content.* social justice & * social justice & human rights.human rights.* cultural pluralism.* cultural pluralism.* addresses certain * addresses certain needs needs (ex. (ex. conceptualization of global conceptualization of global issues, instructional issues, instructional methods needed, & methods needed, & interculturalization)interculturalization)

* characteristics of * characteristics of global teacher.global teacher.* Improvement/ * Improvement/ Successful Successful (p.216)(p.216)

* they are: * they are: international international students students themselves or themselves or travel frequently.travel frequently.* curricula range: * curricula range: hybrid or hybrid or straightforward.straightforward.* NGO* NGO* use * use constructivist constructivist framework.framework.

* teachers prepared * teachers prepared for multicultural for multicultural settings normally settings normally focus on diverse focus on diverse domestic student domestic student population.population.* relevant factors:* relevant factors:1. diversity of 1. diversity of countrycountry2. geographic 2. geographic locationlocation3. national policy 3. national policy towards towards multiculturalismmulticulturalism4. curricular 4. curricular frameworksframeworks

model of intercultural sensitivity: six cognitive process in teacher preparation

programsMilton Bennett’s Developmental Model of Intercultural Sensitivity (DMIS, 1986, in Van Hook, 2000):

denial

defense

minimization

acceptance

adaptation

integration EXPLAIN!

Examples of teacher/student

preparation programs

http://www.youtube.com/watch?v=MsTs5mjqspk

http://www.youtube.com/watch?v=2yCB4i7GJuM&feature=related

principles of Professional development for in-service teachers

According to Hayden:

Individuality of all learners vs. “one size fits all.”

“Ownership” of the content of any training provided. (why?)

Placing individuals from “teacher” position to “facilitator” role.

Creative & clever facilitators rather than subject matter expertise.

Motivation.

who educates the educators

Hayden’s analysis to professional development:

Internal provision

External provision (non-award-bearing) *off-site *on-sit

External provision (award-bearing)

thompson’s 4 way categorization for

international programs

Exportation

Adaptation

Integration

Creation

Closure

This discussion was about the importance of teacher professional development in order to promote international mindedness.

Please state important concepts you learned or you agree with.

Raise questions for further discussions.