Choose a topic/issue of your choice and analyze it. You may choose to focus on one or more readings throughout this and previous units, your own educational experiences, experiential learning activities, and/or your classroom observations pertinent to living and learning globally. Regardless of your focus, your paper must make some direct reference and linkage to readings and other activities engaged in throughout the course.
Written Assignment Requirements
Submit a paper which is 2-3 pages in length exclusive of the reference page, double-spaced using 12 point Times New Roman font. The paper must cite at least 2 outside sources in APA format and be well-written. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used.
References
Boix Mansilla, V. & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf
- Read Chapters II, III, IV, & V. This document introduces a definition of global competence that is the capacity and disposition to understand and act on issues of global significance.
Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.). (2014). Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE). http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf
- Global Citizenship and Indigenous Worldview: Strategies for K to12 Classrooms Pamela Toulouse. pg 22-25
- Learning about Self and the World Beyond: Cultural, Religious, and Social Justice Clubs in High Schools. pg 58-67
- Sharing Global Classrooms: An International Experience Robert Lato. pg. 67-77
- This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.
McLeod, S. (2011). Ten reasons your educators are resisting your change initiative. Education Week. Retrieved from http://blogs.edweek.org/edweek/LeaderTalk/2011/05/10_reasons_your_educators_are.html
The article discusses 10 reasons educators are resisting change initiates.
Olds, K. (2012). Global Citizenship – What are we talking about and why does it matter. Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/globalhighered/global-citizenship-%E2%80%93-what-are-we-talking-about-and-why-does-it-matter
This article defines Global Citizenship explores the concept of Global Citizenship as a choice and a way of thinking; as self-awareness and awareness of others; as they practice cultural empathy; as the cultivation of principled decision making; and as participation in the social and political life of one’s community. Also, the article poses a question of why Global Citizenship matters.
United Nations Educational, Scientific, and Cultural Organization. (2012). Education for sustainable development: Sourcebook. https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=926&menu=1515
- Read the third chapter titled “Teaching Techniques for ESD Sustainability” in the Education for Sustainable Development Sourcebook. You will be using this reading during the discussion assignment, to creatively develop a lesson plan that uses specific teaching techniques that are common for imbuing global competence and ESD knowledge and sensibilities in our students.
