Translating Global to LocalLocal to Global Rethinking Global
Translating Global to Local/Local to Global Rethinking Global Education; Fulbright-Hays in-service teachers’ inclusion of experiential learning into pedagogical practice; a cyclical relationship
Internal Awareness and External Readiness • Internal Awarenesspsycho/social attributes of risk taking, open mindedness, attentiveness to diversity, selfawareness • External Readiness-curricula focus; historical perspectives, intercultural capability, collaboration between cultures
Critical consciousness and Cosmopolitanism /Freire and Appiah
Cosmopolitanism vs critical consciousness • Global Competence – academic, diplomatic, forming cultural democratic understandings • Critical consciousness – recognizing economic disparity, inequities, visions and realities of childhood • Sustainable futures – rethinking the word remote, from a hand-held device to switch channels, or a distant place
Multilingualism 01 and the Arts] 02 04 Conflict Resolution Technology 03 Thematic categories addressed in investigations of global education Economic Disparity
Observed Turn-key Practices • Differentiatied pedagogies/ multilingualism • Difficult topics/ conflict resolution • Sensory learning -enhanced vocabulary/ gifted education • Technological research • Food scarcity / geographic and economic development
Demilitarization between Borderless Technologies – Mosaics inspired by historical examples Arts as a Universal Language North and South Korea
Fulbright-Hays Director’s Presentation School District Professional Development and Innovations
Rethinking Curricula Design for Global Education Advanced Placement Examinations in global languages, human rights and global citizenship courses Community College Associates Degree inclusive of global education course(s) High School Summer school electives for college credit in global education Supported Winter and Spring Break global experiences Community Service with New Americans to enhance English language and social acclimatization
References Byker, E. J. and Zu, T. Developing global competencies through international teaching: Using critical cosmopolitan theory to compare case studies of two study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 31 (2), 105 -120. Cummins, J. (2001). Empowering minority students: A framework for introduction. Harvard Educational Review, 71 (4), 649 -675. Delacruz, E. M. , Arnold, A. , Kuo, A. , Parsons, M. (Eds). (2009). Globalization, art and education: Reston, VA. National Art Education Association. Fattal, L. R. Guest Editor (2020). Globalism and the Arts: Implications for Policy. Arts Education Policy Review. Philadelphia, PA: Routledge. Marshall, J. (2009). Globalization and contemporary art. In E. M. Delacruz, A. Arnold, A. Kuo, & M. Parsons, (Eds. ). Globalization, art and education. Alexandria, VA: National Art Education Association, 88 -96. Moss, David. M. and Marcus, Alan S. (2015). Over there: Exploring a WWII-themed short duration study-abroad program for preservice teachers. In D. Schwarzer & B. Bridglall, (Eds). Promoting global competence and social justice in teacher education. New York, NY: Lexington Books, 45 -70. Reimers, F. M. (2016). Empowering global citizens: A world course. North Charleston, SC: Create Spaces Independent Publishing. Salisbury, Mark. (2015). How we got to where we are (and aren’t) in assessing study abroad learning. In V. Savicki & E. Breuer. Assessing study abroad: Theory, tools and practices. Sterling, VA: Stylus Publishing, 15 -32. Schenker, T. Fostering global competence through short-term study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 31 (2), 139 -157.
- Slides: 10