Public education is crucial to the health of democracy. Recent educational initiatives in many countries, however, focus narrowly on science and technology, neglecting the arts and humanities. They also focus on internalization of information, rather than on the formation of the student's critical and imaginative capacities. This article argues that such a narrow focus is dangerous for democracy's future. Drawing on the ideas of Rabindranath Tagore, the paper proposes a three‐part model for the development of young people's capabilities through education, focusing on critical thinking, world citizenship, and imaginative understanding. (DOI)
Being able and willing to recognize oneself as part of a complex and interconnected world is an essential component of global learning. If students are to engage in global challenges, educators must employ pedagogies that prioritize outcomes where students learn to seamlessly view themselves as related to other people, locations, and issues around the world. How do educators create learning environments that not only allow students to learn about the world, but, more importantly, prompt them to see the multifaceted and intersecting undercurrents that give meaning to the world and to their lives within it? ...
As a freshman at Worcester Polytechnic Institute (WPI), I learned Newton's Third Law: for every action, there is an equal reaction. Thus, when you jump up, you move the world down, just a tiny bit. Everyone is a world mover. ...
Global learning outcomes should guide any global learning experience—global service learning; globally focused capstones, courses, and internships; international interactive videoconferencing; international research collaboration; study abroad; and study away.
Fighting in eastern Ukraine has spiked in line with the increase in ceasefire violations there, international monitors said Thursday. The escalation has come as European countries debate whether to continue their economic sanctions on Russia over the Kremlin’s actions in Ukraine, Agence France-Presse reported...
Spanning ten time zones and two continents, Russia and Eastern Europe stretch from the Pacific Ocean and the Bering Strait in the East to the Baltic and Adriatic Seas in the West.
The Russian and East European Institute supports study and research that addresses the following countries: Albania, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia,Georgia, Hungary, Kosovo, Latvia, Lithuania, Macedonia, Moldova, Montenegro, Poland, Romania, Russia, Serbia, Slovakia, Slovenia, Ukraine.
The Russian and East European Institute supports study and research that addresses the following countries: Albania, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia,Georgia, Hungary, Kosovo, Latvia, Lithuania, Macedonia, Moldova, Montenegro, Poland, Romania, Russia, Serbia, Slovakia, Slovenia, Ukraine.
The faces in community college classrooms are becoming more diverse by race, ethnicity, culture, becoming more diverse by race, ethnicity, culture, religion, abilities, socio religion, abilities, socio--economic strata and students economic strata and students from countries abroad. Our goal is to reach every from countries abroad. Our goal is to reach every student. By differentiating our instructional methods, student. By differentiating our instructional methods, we can accomplish this. we can accomplish this.
Cultural Competence is a differentiated professional development course which was developed to be flexible enough to meet the needs of a diverse group of participants. The program speaks to people right where they are in a non-threatening, comfortable format.
"I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks."...
People who grow up in poverty learn different things from people who grow up wealthy or in middle class. But most schools and businesses operate with middle class norms, and most professionals grew up learning the hidden rules of middle class culture. It’s no surprise that individuals of poverty and working class struggle in navigate today’s businesses and institutions of higher education. In her book A Framework for Understanding Poverty, Dr. Ruby K Payne presents lists of survival skills needed by different societal classes. Test your skills by answering the following questions...
Can Intercultural Competency Be Improved?: Recommendations for Curricular and Programmatic Changes Based on Assessment of Learning Outcomes.
A Resource Manual for Developing Cultural Competence (Virginia Department of Education)
In writing this book, Veronica Boix Mansilla and Anthony Jackson have drawn on and elaborated the insights of fellow members of the global competence task force, further developing their thinking. The resulting work provides a useful context for the relevance of global competence in education, as well as clear practical applications demonstrating what global competence looks like in interactions between educators and learners. Educating for Global Competence: Preparing Our Youth to Engage the World will serve as an invaluable resource for educators, administrators, policymakers, community leaders, parents, and students. While this book does not represent the official position of the chief state school officers or CCSSO, it should serve as a catalyst and resource for ongoing conversations and planning. It will help all of us think creatively and critically about how to better prepare the learners of today for the world in which they live.
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