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Promoting International-Mindedness in Diverse Elementary Classrooms
TESOL New Orleans 2011
Gina Amenta
Arayna Lindsay Yearwood
Presentation Overview
• What is IM?
• Why is integrating IM in elementary classrooms important?
• How can it be done using standards based lessons?
• What are the benefits gained by students and teachers?
WHAT IS INTERNATIONAL -MINDEDNESS?
What is international - mindedness (IM)?
Internationally minded people are
“those who possess an ecological
worldview, 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, p. 9).
What does the research say about IM?
The absence of an international point of view has the potential to leave teachers and students feeling disconnected.
Duckworth, Levy & Levy (2005) proposed that culturally based misunderstandings are detrimental to the learning
process. Developing IM helps to rise above an ethnocentric lens and positively influences teacher efficacy.
Denial Defense Minimization Acceptance Adaptation Integration
Ethnocentric
Stages
Ethnorelative
Stages
(Heyward, 2002)
Bennett’s Model of Intercultural Sensitivity
What does the research say about IM?
The end stage of IM is characterized by
transcultural identity, one who has the ability to
consciously alter between multiple cultural
identities (Heyward, 2002).
Transcultural Identity:
• when one identifies with more than one culture
• describes oneself as a citizen of the world
• experiences a crisis of engagement.
Crisis of Engagement :
“Our willingness to be open and our energy to
explore what is uncomfortably new rather than rest
with what already exists” (Skelton, 2007).
What does the research say about IM?
What does the research say about IM?
Skelton (2007) summons us as
future researchers when he
states, “We need to develop a
more sophisticated view of what
is going on as learning to be
international minded takes place
and as we devise the
experiences that are most helpful
to the young people about whom
we are concerned” (p 383).
Interdependence and Independence on a Global Scale (IM)
„Self‟ as a member of an inter-nation
„Self‟ as a member of a Nation
„Self‟ - Independence with an „other‟
„Self‟ – Co-existence with limited engagement
Pre-self
Egocentric
Characteristics of International
Mindedness
(Oxfam Education, 2006)
What are the developmental stages of IM?
The Developmental Stages of IM
Activity 1:
1) Read and evaluate the skills,
knowledge, and/or values.
2) Place them into the age
appropriate sections of the chart.
3) Discuss whether or not you agree
these are age-appropriate.
4) How might certain areas be more
difficult to achieve than others?
THE IMPORTANCE OF IM IN ELEMENTARY CLASSROOMS
Why is integrating IM in elementary classrooms important?
• Schools and teachers are faced with the challenge of preparing students for involvement in both the local community and the global community.
• Educators who bring a global perspective into the classroom demonstrate the importance of all cultures and acknowledge the rapidly changing world in which we now live.
• Promoting international-mindedness in classrooms worldwide is a realistic and responsible attempt at providing an equitable education for all students.
• An IM approach gives students the opportunity to develop multiple perspectives, global awareness, and the fundamental tools for our increasingly interconnected world.
• Teachers and students can engage in dialogue and action across local and global boundaries.
DISCOVERING IM IN THE STANDARDS
How can it be achieved using standards based lessons?
• Teachers need to be reflective, clever, and willing to incorporate IM into a standards-based lesson.
• “Best practices” can be used.
• What can teachers do?
Value students’ prior knowledge
Value student, family, and community resources
Incorporate multiple perspectives
Promote self and global awareness
Use stories and storytelling
Model Lesson Plan
How can IM be integrated in a standards-based lesson?
Activity 2: Please work with your assigned group to create internationally-minded lessons that align with standards.
• Choose 1-3 standards of different colors.
• Brainstorm lesson ideas and resources.
• Use the template provided to write up the lesson.
• Share out your favorite and most challenging lesson.
Language Arts
•Context clues•Setting comparisons
•Folktales•Reference materials
•Biographies•Multiple Perspectives
Science
•Conservation•Interdependence
•Seasons•Natural Disasters
•Current Events
Math
•Patterns and symbols•Decimals
•Metric Measurement•Interpreting Graphs
•Problem Solving
Social Studies
• Contributions of Historic Figures
•Use of reference materials
•Geography
Developing IM in the Standards
BENEFITS FOR TEACHERS AND STUDENTS
What are the benefits gained by students?
• Students will increase their self esteem, self worth, and become more aware of
their self identity (Pearce,2007)
• Students will develop positive attitudes and greater cultural awareness (Munro,
2007)
• Students will empathize and identify with self and other in their movement
between a local and global self
• Students will become open- minded curious learners
• Students will value multiple perspectives (Heyward, 2007; Dooley & Villanueva, 2006)
• Students will build a greater appreciation for global and local communities
What benefits can be gained by teachers?
Teachers will discover that:
• Richer-content engages both the teacher and student!
• IM lessons complement standards - No more teaching to the test
• Real life re-enters the classroom
• An IM approach creates a positive classroom climate
• An IM approach builds school and community connections
• They have the opportunity to reflect
• They have more teacher time!
ReferencesBruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Clarke, L.W., & Whitney, E. (2009). Walking in their shoes: Using multiple-
perspectives texts as a bridge to critical literacy. The Reading Teacher, 62(6), 530–534
DomNwachukwu, C. S. (2010). An introduction to multicultural education: From theory
to practice. New York, NY: Rowman & Littlefield Publishers, Inc.
Duckworth, R., Levy, L., & Levy, J. (2005). Present and future teachers of the world's
children: How internationally-minded are they? Journal of Research in International Education, 4(3), 279-311.
Dooly, M., & Villanueva, M. (2006). Internationalisation as a key dimension to
teacher education. European Journal of Teacher Education, 29(2), 223-240.
Hett, E.J. (1993). The development of an instrument to measure global-mindedness.
Unpublished doctoral dissertation, University of San Diego.
Heyward, M. (2002). From international to intercultural: Redefining the international school for
a globalized world. Journal of Research in International Education, 9(1), 9-32.
Oxfam Education (2006). A curriculum for global citizenship. Oxford: Oxfam International.
ReferencesMoll, L.C., Amanti, C., Neff, D., & González, N. (2005). Funds of knowledge for
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Skelton, M., Wigford, A., Harper, P., Reeves, G. (2002). Beyond foods, festivals, and flags. In
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