One
way is to build relevance of current world events into our lessons. Robert
Hanvey’s foundational essay “An Attainable Global Perspective” (1976), is
regarded widely as the foundation for global education. Within this essay
Hanvey persuaded educators that we need to move beyond the “surface layer” of
understanding cultural differences and socialization variances, and provide our
students with a variety of lenses to view cultures world wide. When students
are given creative and expressive freedom their discoveries are richer, deeper,
and wider reaching. Our culturally diverse world is filled with challenges and
opportunities. In order for students to be filled with the rigor of this sort
of engagement to learning, they need to be committed to the causes that they
are aligning themselves with.
Hanvey
suggests that educators address real world issues such as global warming,
terrorism, and pandemics. Although I understand the value of harnessing
students’ passion and collectively directing it important world issues I would
caution how early these issues are discussed with younger children. Exposure to the ills of the planet before one is old enough to reason
abstractly could be cause for panic and depression. To keep things in perspective this may be the end of the world as we know
it, but the end could take millions of years to happen. A second grader has no true
comprehension of how long 100 years is, so grasping the notion of millions of years is unattainable at
that age. Hanvey’s five dimensions provide useful framework for teachers who are
exploring and expanding global learning. These stages are helpful gages for
knowing how much crisis information to share at each stage of pedagogy.
Hanley’s basic stages for global perspectives helps students to refocus from
being exclusively conscious of their own values and beliefs, to being aware of
others without feeling threatened. These five stages are:
1. Perspective
consciousness: Understanding that each of us has a world view,
or “cognitive map”. It not universally shared, and it is shaped by factors that
we may not be aware of or able to control.
2. Knowledge
of world conditions: This is also known as a “state-of-the-planet
awareness” including population growth, migration, economic conditions, natural
resources, and physical environment. This awareness also includes issues
including political developments, science and technology, law, health, and
international and intranational conflicts.
3. Cross-cultural
awareness: Respect and knowledge for the differing ideas,
values, and practices found in human societies throughout the world.
4. Knowledge
of global dynamics: Understanding how the world works, and in
particular, understanding the key features of mechanisms of various global
systems (e.g., cultural economic, political, ecological, and social).
5. Knowledge
of alternatives (also called “awareness of human choices”): Awareness of alternatives to
practices like unrestrained economic growth, current foreign aid/technical
assistance policies, and existing consumption patterns.
Handvey’s five dimensions provide useful
framework for teachers who are exploring or expanding on global learning. Most
importantly, Hanvey’s scheme understands the ways that that the development of
young children, from solipsism– their view that the world they see around them
is the only one– toward respect and understanding of others, can finally move
to a mature engagement with real world issues and choices. (p.82)
Quick Ways to Get Started
Collaboration on a project that includes
international partners may take weeks of planning and preparation. Planning for
elementary school aged students will require different tools than say planning
for middle school or high school students.
While primary school students would be
fascinated by making friends with an online ePal about Cinderella stories,
secondary and high school students would be better served to research topics
that they are already passionate about. For example, Peters mentions that
global music is a natural vehicle to connect students from around the world.
Music allows students to investigate how cultures, traditions, and styles
convey social, political, and cultural messages.
Amnesty International offers web-based
lesson plans and resources for an entire range of human rights issues that are
currently in the news. www.amnesty.org.au/hre/comments/2310
Source:
(Global
Education, Laurence Peters, 2009,pp. 93-95)
