By clarifying what global learning is and how it is essential to higher education, this article considers what global learning provides for teaching, learning, and internationalization in higher education. It demonstrates how the global nature of knowledge and learning in the 21st century requires a re-definition of classrooms and learning environments that recognizes how knowledge production today is a collective, global, and diverse process. The article suggests a number of foundational principles for global learning, including relational approaches, reflection, contextualized knowledge, perspective shifting, disorientation, responsibility, and an ability to navigate the general and the particular. It concludes by revealing how a global learning framework has benefits beyond teaching and learning and how it can contribute to the deliberate internationalization of higher education.
Mae Jemison is an astronaut, a doctor, an art collector, a dancer ... Telling stories from her own education and from her time in space, she calls on educators to teach both the arts and sciences, both intuition and logic, as one — to create bold thinkers.
Using Songs to Build International Understanding and Solidarity
In the summer of 1991, seventy representatives of thirteen Native American communities participated in the Smithsonian Folklife Festival program Land in Native American Cultures. The program was a celebration of the diversity and persistence of America’s First People, featuring art, music, dance, storytelling, healing traditions, and foodways.
Following the program, an education kit was developed using much of the research and documentation from the Festival as well as new research. The kit introduces students to the use of land in Native American communities through three case studies: the Hopi of Arizona; the Tlingit, Haida, and Tsimshian of Alaska; and the Aymara and Quechua of Bolivia and Peru. Units address subsistence, crafts, mythology, and ritual. The kit includes an extensive teacher/student guide with narrative, photographs, resource listing, and activity questions.
Following the program, an education kit was developed using much of the research and documentation from the Festival as well as new research. The kit introduces students to the use of land in Native American communities through three case studies: the Hopi of Arizona; the Tlingit, Haida, and Tsimshian of Alaska; and the Aymara and Quechua of Bolivia and Peru. Units address subsistence, crafts, mythology, and ritual. The kit includes an extensive teacher/student guide with narrative, photographs, resource listing, and activity questions.
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