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Broadening The Borders Of Current Social Studies Curricula
Through Service Learning: A Perspective From Pre-Service Teachers.
Lydiah Nganga
University of Wyoming >Casper Center
John Kambutu
University of Wyoming< Casper Center
Introduction
Global education “involves learning about problems and issues that cut across national boundaries, learning to understand and appreciate our neighbors who have different cultural backgrounds from ours and to realizing that other people of the world have needs and wants ,” (http://www.globaled.org/issues).
In a world that is increasingly becoming a village, there is a need for educators to focus on education for an interdependent world. Hunter, White & Godbery (2006) contemplate that there is a need for colleges and universities to internationalize their curricula to promote global competency. Global competency is essential because “it informs the ways in which we encourange and train people to interact with, open themselves to other cultures and to build the relationships, ” (Hunter, White & Godbery, 2006, p. 269). However, formal global education programs are only available in a handful of forward thinking universities (Hunter, et al., 2006). Further , research indicates that graduates from American Colleges and Universities generally lack education and skills that are essential in a global village (Deardorff, 2004).
Global competency is crucial in today’s mobile societies. Examining the issue of mobility, King, Chipman & Cruz-Janzen (1994, p. 198.) argued that, “n ever before in history has the world seen such upheaval and mobility in its population. Technology has made it much easier for whole populations to be transplanted and relocated to lands or far regions from their native soils.” In addition to mobility, the Commission to International Education (1998) stressed that “America’s future depends upon our ability to develop a citizen base that is global- competent. Consequently, then, there is a need to offer education that prepares people to understand how other people think, how other cultures work, and how other societies are likely to respond to different scenarios (Kambutu & Nganga, 2007). This study, then explores alternate instructional approaches to effectively teach for global education.
A global perspective
The purpose of global education is to help learners become open-minded , anticipate complexities , resist stereotyping and develop empathy (Case, 1993 ). In addition, Zarrillo (2004) felt that global education should help learners learn the many cultural groups that inhabit the earth and discover the similarities and differences among groups. Further, he recommended for global curriculum to include units and lessons that show how people are linked by global economic, political, ecological, and technological systems. A global curriculum must also focus on issues and solutions that are global in scope. Indeed, in a global village there are numerous pressures that require certain competences to navigate effectively. Stone (2006) highlighted the advent of more global economies, markets, and international alliances as possible pressures. The rapid development of new information and communication technologies coupled with increased international mobility and globalization are additional pressures. In such a world then, it is prudent to have an education that prepares students for global competence. Educational institutions (both primary & higher education) have a challenge to prepare global citizens through fostering a global consciousness among students. Gacel-Avila (2005) stipulated that such an education should help students understand the relationship of interdependence between peoples and societies. Additionally, it should enable students to develop an understanding of their own and other people’s cultures; a critical ingredient in the contexts of respect, pluralism and true global citizenship.
In this study, the authors explore alternate instructional approaches to help pre- service teachers develop the competencies for global education.
Preparing pre-service teachers for global education
Global education consists of curricula that allow students to encounter and understand differing worldviews (Burnouf, 2004). In global education, learners grapple with issues of globalization (Sokolower, 2006), a process that is facilitated by acquiring deeper skills and knowledge about issues of global citizenship. According to Burnouf (2004) the use of cultural videos and holding discussions that help students separate stereotypical views from more authentic information is helpful. Other helpful instructional approaches include thematic topics with a special focus on global dynamics, including relationships problems, and possible solutions. Instructional approaches that have room for critical thinking activities are equally effective (Sirotnik, 1990). Generally, the National Social Studies Standards (NCSS, 1994) supports incorporation of critical thinking skills in
global education, but the T raditional E xpanded E nvironment F rame work (family, communities scope and sequence) lack global content ( Akenson, 1989; Larkins & Hawkins, 1990). Indeed, according to (Zarrillo, 2004, p. 339),
“t he primary grades focus on awareness of self, primary social groups like the school and family, the neighborhood, and the community. Fourth grade focuses on the geography and history of the state. Fifth grade is a survey of U.S history. Not until sixth grade does the curriculum become international. Alternatives, however, place greater emphasis on global education. Social studies at every grade should include lessons and units that take a global perspective.”
Because teachers are charged with the responsibility of implementing social studies curricula with a global perspective,
t eacher education programs around the nation should ensure that pre-service teachers are adequately prepared.
In the words of Tucker and Cistone, (1991),
“the responsibility of teacher education is to develop and nourish human resources. In today’s global village, h elping teachers improve is our highest purpose in teacher education” (p. 8). This study then was designed to examine alternate instructional approaches to help pre-service educators acquire competencies for global education.
Theoretical Framework
Global C ompetence M odel (Hunter, 2004) provided a theoretical framework for this study. In his model, Hunter identified openness, nonjudgmental reactions, recognition of differences, collaboration across cultures and understanding of one’s own cultural norms and expectation as key components of global competence To become globally competent one must engage in “a series of self-reflective activities that focus on one’s cultural barriers and boundaries, seeking to clarify personal context” (Hunter et al., 2006 p. 279). Once a person has achieved global competence, he or she has an enhanced understanding of others and participates in cultural activities that might have seemed previously “uncomfortable.”
The study
The purpose of this study was to explore the effectiveness of alternate instructional approaches in helping pre-service educators acquire the skills necessary for global competency. In addition, the researchers also intended to determine the currently held notions, beliefs and experiences about global education. The use of cultural videos, vignettes, small and large-group discussions, reflective writing and service learning cultural activities were instrumental in data collecting. The following specific questions guided the study.
- How do pre-service teachers in a Humanities (social studies) methods course perceive global education?
- How do existing beliefs and experiences influence pre-service teacher development of global awareness and sensitivity?
- How effective are cultural videos, service learning cultural projects and reflective writings in creating global awareness among pre-service teachers?
Procedures
Participants (n = 16) responded to pre- and post-instruction questions about global competencies. They also responded to focus questions constructed using relevant course materials on global education. A vignettes provided opportunities to respond to a set of open-ended questions, reflective writing, , small- group and whole- discussions. Additionally, each participant completed 8 weeks service learning cultural activities. In collaboration with a foreign U.S. resident, students chose a country to study ( gather information about that country’s culture, history, economics, geography, global problems and issues, and similarities/differences with U.S.) After these activities, the participants reflected on what they learned and the meaning of such learning.
Qualitative data analysis methodology was followed (Strauss and Corbin, 1998; Bogdan, and Biklen, 1998). Looking at the data, the researchers paid attention to the words, topics and patterns presented by participants. Several themes that are discussed below in a question-by-question format emerged. Participants provided “member check.”
Results
How do pre- service teachers in Humanities (Social Studies) methods course perceive global education?
At the introduction of global education activities, individual participants provided their definition for global education. Many students defined global education as having an awareness of “where we live, learning the geography of the world and learning about different cultures.” Evidently, these pre-service teachers had minimal understanding of the meaning of global education. The following responses clearly show a limited understanding:
Global education to me is awareness of the world we live in. Students learn about the geography of the world and the people who live in the world. They learn customs and beliefs that are held all over the world.
Global education can cover many different areas, but it happens when one incorporates materials from another country that is different from yours. It could be anywhere from different animals to different cultures around the world.
Global education is introducing students to history and geography so that they can be aware of the earth as a whole and communities their in. It introduces learners to diversity in our world by making all of us aware of the good and bad that surround us.
Global education is learning about the world. You learn about similarities and differences. You learn about current events as well as history. It includes the past, the present, and future of different places in the world; it includes the study of people and animals.
Although participants’ responses indicated an awareness of what comprises global education, they failed to include the need to learn about problems that cut across national boundaries, appreciating cultural difference and the realization that human needs are similar.
How does existing beliefs and experiences influence the development of global awareness and sensitivity among pre-service teachers?
Results from pre-instruction questions regarding participants’ prior knowledge about global education revealed misconceptions, misrepresentation of foreign cultures and judgmental notions. Responding to a survey that asked participants to indicate what came to mind when they heard the country “Kenya,” 78 percent responded tribal villages everywhere , 66 percent said wildlife everywhere and 44 percent associated Kenya with barely clothed people who live in huts and caves. When asked to provide the sources for currently held information about Kenya, a majority identified friends (100%), reading books and magazines (mainly National Geographic) 67 percent , teachers (66%) and media (44%) as the sources. Meanwhile,
participants also responded to the following vignette on global awareness.
You have been a warded a grant to take your 5th grade students to Kenya. This is a great opportunity for you and your students to learn about some new things. This would be your first time traveling outside of the United States. You have mailed letters home to your students’ parents informing them about the good news.
- How would you get ready for this trip?
- What problems would you anticipate and why?
- What would you need to work on & why?
Participants indicated that they would need to educate themselves about the similarities and differences between American and Kenyan cultures before travel. To that end, one student responded thusly, “It would be important to seek all the information I can find on Kenya. I possibly would need to research the customs, food and information that would help me and students not to be intentionally disrespectful. I would research the climate. I would let students watch videos, read books, and do internet searches.”
The issue of safety or lack thereof, was a concern among many students. Addressing this area one student indicated that, “I would need to know about safety for Americans. Many foreign countries do not like Americans. I would also find out how parents and relatives would reach their children while Kenya including contact persons in Kenya and arrange for an education guide.” Meanwhile,
other responses to vignette, reviewed several misconceptions. Indeed, students appeared to associate Kenya with lack of clean water and toilets, wild animals everywhere, tribal people with no cloths and lack of medical services. The possibility of “not being able to communicate with people back home (U.S.) due to lack of phones” was an additional concern.
Based on participants’ responses to the vignette, it is evident that these participants lacked important global competencies that are critical to educating for global citizenship. In their responses, for example, participants appear to fear foreign cultures. But most surprising is an apparent resistance to learn about other cultures, lack of flexibility to accommodate other cultures, inability to deal with the stress of meeting new cultures and unwillingness to relate with people of other cultures. The following scripts illuminate this reality;
I really do not know why we have to learn this. It is a waste of time. Schools are not even teaching it. I plan to teach early childhood, I do no think I will take my students overseas, so this is pointless.
I really have a difficult time with changing schedules. I do not know how I can deal with changing time zones and doing things differently than I am used to. I need to adapt. I am not flexible; I would really like to work on this.
My personal biases could hinder my full participation in cultural experiences. I am not a risk- taker mostly because I have never lived alone. I have always been around people that I know. I think taking students for an overseas trip requires one to be comfortable taking risks. I would anticipate problems adjusting to the environment, allergies, lack of clean water and foods.
How effective are cultural videos, service learning cultural projects and reflective writings in creating global awareness among pre-service teachers?
Subsequent to formal instruction about Kenya, participants watched two videos. To explore ways in which these alternate teaching approaches were impacting participants, additional learning through small- group discussions and reflective writing activities was implemented. Reponses revealed that these activities helped them gain essential insights including profound understanding of the history, geography, cultures and the economy of Kenya. P re-service teachers were now able to separate stereotypical views about Kenya, and by extension, other developing nations, from facts. The following responses are evidence of pertinent change:
The videos on Kenya were great. They provided another way of learning; I did not know there was so much to learn. I thought Kenya had no technology but now I know there is. The activities we did were real eye-openers, they helped gets us all to think outside the little box of the United States. I will use these activities in my class in the future, if it is not countries, it would be states or counties depending on grade, of cities or neighborhoods.
Kenya is a country full of diversity, it has 42 ethnic groups. Kenya culture has been influenced by the British (former colonial masters), the Portuguese, the Arabs, and other Westerners just to name a few. Kenya has many modern cities. Nairobi is the capital.
Kenya has technology ranging from availability of the internet, manufacturing industries, airports and cell phones.
The people of Kenya wear clothes just like those in America. In the cities, people are dressed just like in any American city. Some tribes such as the Masaai and the Samburu wear their traditional clothes.
Kenya is a beautiful country with beautiful people and with many natural resources. Wild life is a major tourist attraction. I also learned that animals are not found everywhere.. they are in National parks and game reserves. It’s amazing, almost everyone in Kenya is bilingual or multilingual. I was surprised many people speak English.
On the role of s ervice learning cultural activities, pre-service teachers utilized primary resources to challenge existing stereotypes about other countries (cultures). Most participants reported that the 8-weeks global education activities provided them with tremendous learning opportunities to develop global awareness. Prior to participating most pre-service educators had misconceptions about other cultures. In addition, they expressed fear about their ability to interact with people of different backgrounds, foreigners especially. After the 8-weeks experience, however, participants had developed favorable attitudes towards other cultures and global education. Indeed, some participants expressed shock at how similar world cultures were. Evidence of growth and appreciation of global issues was obvious.
Most participants, for example, indicated that in addition to appreciating the importance of global education in social studies education, they would like to travel to a foreign country. Meanwhile a new awareness of the existence of universally shared values and practices such the need for education, health, food, shelter, clothes appeared to foster the growth of global competences as is reflected in the following scripts.
I learned that many of the countries shared the same traditions, or have developed their traditions based on others (mixing). Every country had a government, education system, economic style and some type of health care. It really showed the similarities and differences between the countries. I would definitely use this type of a project in my classroom to expose children to different cultures, diversity and also the similarities and differences of various countries.
Not only did I learn in- depth about my country of research, but also learned so much from my peers about their countries. The international buffet was probably my favorite part. It was interesting to see and taste the different foods of the world. I learned so much about the cultures of the world by doing this project. As my peers presented their projects, I noted the similarities between nations. For
example, women seemed to have a higher life expectancy than men. I also learned every country has some type of religion. In some countries, Roman Catholic seemed to be dominant.
This project helped me realize how our world was so much alike than different. There were many countries that had systems of education just like America. Some of the traditions were the same and others were different. During my research of the Philippines, I learned that the schools run from September through June that it is almost like here.
It is surprising to learn that some of these countries have better health systems than the United States. In this project I saw the many cultures of the world represented in our country and elsewhere. This project was such a too l for creating cultural awareness. There are many commonalities between countries of the world, many similar forms of government, education, and other things. It was amazing to learn that women generally live longer than men in almost all countries. There were similarities also in forms of religions, Christianity, Islam, etc.
These and other similar statements show the value of service learning cultural activities. Evidently, participants gained a new perspective of global realities. To that end, one participant reported that, “t he project gave me a new way of looking at other countries, they are not just maps. They have people with different ways of life.”
In regard to world affairs , participants reported a new awareness about the world being a global village- what happens in one country affects other countries as well. One student was surprised, for example, at the number of countries affected by the on-going war of terror. Yet another was “ amazed to see how Egypt has influenced others parts of the world religion. I mean both Christianity and Islam.”
Discussions
Service cultural learning and reflective writing are alternate instructional strategies to teach for global education in a world that is increasingly becoming a global village. Data in this study show that although pre-service teachers lacked the necessary competencies to teach for global education, the use of alternate instructional approaches enabled them to develop a broader understanding of global education. Particularly, the use of videos, reflective writing activities, vignettes, and discussions was instrumental in helping participants to consciously separate stereotypical views from facts regarding other cultures. Meanwhile, the use of service cultural learning activities appeared to powerfully move pre-service teachers toward global education including the appreciation of other cultures. Nonetheless, due to
the short length (8-weeks) that these activities lasted it was not possible to document the permanence of the accrued growth and development. Additionally , while positive growth was evident in some areas, the negative beliefs and experiences that these pre-service teachers brought to class appeared to inhibit growth in other areas. Due to a strong allegiance to their cultures, for example, some participants passed value judgments about unfamiliar cultures using their own cultures as the yardstick as is evident in the following responses:
After the global education activities, I learned that we are pretty lucky to live in the United States. We take for granted some of the luxuries and advantages we have as U.S citizens.
One big difference was the level of poverty. The developing nations seemed to have poorer living condition than us (USA) and developing nations give sometimes unfathomable guidelines to these nations regarding what they want them to do to qualify for aid.
Because human beings are creatures of habit and association, it is important to implement instructional approaches to help learners expand their cultural habits or boundaries, as it were, and associations. When learners are able to appreciate other cultural practices the potential to develop global competencies is very real.
The findings in this study are congruent with others that concluded that, “teachers need knowledge and understanding of cultural universals, and cultural diversity, including an appreciation of multiple perspectives. Teachers need knowledge of global systems and the ability to teach interdependence and interconnections relevant to their students. Teachers should be prepared to teach about global issues, conflicts and change. Classroom teachers can not prepare youth for their future without an appreciation and knowledge of the world” (Merryfield, 1991, p. 18-19). To be successful, there must be concerted effort by educators to equip pre-service teachers with knowledge and skills that will help them expand their cultural and geographical boundaries (global perspective). This can be done by introducing them to current information about challenges of both developing and developed nations. Pre-service educators who plan to teach Social Studies should be equipped with pedagogical skills and knowledge that is essential for a global perspective.
Because earlier experiences and beliefs seem to influence pre-service teachers’ basic awareness of global education, it is critical for teacher educators to be diligent while exposing pre-service educators to new knowledge. For example, when teaching about global resources , McLean, Cook & Crowe (2006) recommended that “students are not made to feel uncomfortable or guilty during the course of the lesson and to be reminded that the lesson is not meant to imply criticism of themselves, their families or the lives they lead, but to raise awareness of choices they make every day” (http://www.quasar.aulberta.ca/css). In summary, then, teaching pre-service teachers to conceptualize global education requires:
- helping them to understated multiple perspectives through a variety of instructional strategies
- creating opportunities to develop an understanding and appreciation of diversity
- providing opportunities to discuss learner experiences and fears in order to deal with misconceptions
- providing interesting topics and scenarios for global awareness providing stimulus for critical inquiry and exploration of content.
Finally, a comprehensive study, preferably a longitudinal research that examines instructional strategies and the process of acquiring global competence/s is necessary. A study that follows pre-service teachers from college classrooms to their own teaching careers could produce valuable data.
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