International & Global Education: Teacher Compatibility

1. International & Global Education: Teacher Compatibility • By: Nora El-Bilawi

2. 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)

3. International mindedness: biases & intercultural sensitivity • WHAT ARE THESE BIASES? Comments!

4. Teachers Attitudes • According 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

5. Youth’s attitude towards A “global citizens” program • http://www.youtube.com/watch?v=cXYLJXoFqOI

6. 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.

7. 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

8. preparation for international mindedness • pre- & in- service teacher preparation and professional development programs are the pathways towards bridging the gap.

9. * focus on global citizenship content. * social justice & human rights. * cultural pluralism. * addresses certain needs (ex. conceptualization of global issues, instructional methods needed, & interculturalization) * characteristics of global teacher. * Improvement/ Successful (p.216) Prepared for teachers who focus on domestic multicultural concerns Prepared for teachers who include global content in national programs Prepared for teachers who serve abroad * teachers prepared for multicultural settings normally focus on diverse domestic student population. * relevant factors: 1. diversity of country 2. geographic location 3. national policy towards multiculturalism 4. curricular frameworks * they are: international students themselves or travel frequently. * curricula range: hybrid or straightforward. * NGO * use constructivist framework. the 3 approaches of international teacher education programs

10. model of intercultural sensitivity: six cognitive process in teacher preparation programs • Milton Bennett’s Developmental Model of Intercultural Sensitivity (DMIS, 1986, in Van Hook, 2000): • denial • defense • minimization • acceptance • adaptation • integration EXPLAIN!

11. Examples of teacher/student preparation programs • http://www.youtube.com/watch?v=MsTs5mjqspk • http://www.youtube.com/watch?v=2yCB4i7GJuM&feature=related

12. 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.

13. 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)

14. thompson’s 4 way categorization for international programs • Exportation • Adaptation • Integration • Creation

15. 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.