The Challenge of Preparing The Challenge of Preparing Teachers in Global Teachers in Global

PerspectivesPerspectivesBy By

Merry Merry

MerryfieldMerryfield

The Ohio The Ohio

StateState

UniversityUniversity

Unlike American schooling a 100 years ago, Unlike American schooling a 100 years ago, education in a global age emphasizes:education in a global age emphasizes:

Recognition of one’s own cultural Recognition of one’s own cultural assumptions & worldviews assumptions & worldviews

Multiple perspectivesMultiple perspectives State of the planet awarenessState of the planet awareness Cross-cultural experiencesCross-cultural experiences Habits of resisting stereotyping & Habits of resisting stereotyping &

anticipating complexity anticipating complexity Understanding of power relationships Understanding of power relationships

from conflicting points of viewfrom conflicting points of view Concerns for justice , equity and voices Concerns for justice , equity and voices

of marginalized or oppressed peoplesof marginalized or oppressed peoples WorldmindednessWorldmindedness

Students learn to recognize how power Students learn to recognize how power intersects with culture and worldview. intersects with culture and worldview. For example, how some cultures have For example, how some cultures have been framed in opposition to European been framed in opposition to European superioritysuperiority……

Or how the inheritance of imperialism Or how the inheritance of imperialism lives on in ways we divide the world lives on in ways we divide the world and organize knowledge.and organize knowledge.Saarjite Baartman, The Hottentot Venus”Saarjite Baartman, The Hottentot Venus”

Global education seeks to counter the Global education seeks to counter the bias of European diffusionism that has bias of European diffusionism that has characterized much of the teaching of characterized much of the teaching of history and literature.history and literature.

Blaeu’s’s  Aethiopia, Abissinorum sive presbiterioannis imperium.   c.1667.  Aethiopia, Abissinorum sive presbiterioannis imperium.   c.1667.

Implications for teacher education?Implications for teacher education?

Knowledge of global issues and how global systems Knowledge of global issues and how global systems work (environmental, economic, cultural, political, work (environmental, economic, cultural, political, technological) - technological) - Anderson, Becker, Diaz, HanveyAnderson, Becker, Diaz, Hanvey

Recognition of the consequences of local/global Recognition of the consequences of local/global interconnectednessinterconnectedness - -Alger, Anderson, BeckerAlger, Anderson, Becker

Understanding of how global forces have shaped Understanding of how global forces have shaped local/world history and cultures - local/world history and cultures - Dunn, Kniep, Rupp, Dunn, Kniep, Rupp, StavrianosStavrianos

Development of intercultural competence - Development of intercultural competence - Brislin, Brislin, Bennett, Cushner, WilsonBennett, Cushner, Wilson

The ability to examine events and issues through The ability to examine events and issues through other people’s perspectives (primary sources, other people’s perspectives (primary sources, literature, art, music) - literature, art, music) - Case, Hanvey, Pang, ZongCase, Hanvey, Pang, Zong

Research base for infusing global Research base for infusing global perspectives in teacher educationperspectives in teacher education

Prejudice reduction, overcoming Prejudice reduction, overcoming parochialism, ethnocentrism– parochialism, ethnocentrism– Cushner, Cushner, Pang, ZimpherPang, Zimpher

Intercultural, cross-cultural experiential Intercultural, cross-cultural experiential learning –learning –Bennett,Bennett, Brislin, Germaine, Brislin, Germaine, Gilliom, Kissock, Wilson, ZongGilliom, Kissock, Wilson, Zong

Cooperative & constructivist learning -- Cooperative & constructivist learning -- Slavin, Johnson & Johnson, Ross & Cornett Slavin, Johnson & Johnson, Ross & Cornett

Classroom practice -- Classroom practice -- Benitez, Gaudelli, Benitez, Gaudelli, Horng, Kirkwood, Merryfield, ZongHorng, Kirkwood, Merryfield, Zong

International understandingInternational understanding – Cogan, Hahn, – Cogan, Hahn, Torney-PurtaTorney-Purta

Formalized reflection -- Formalized reflection -- Shon, Ross, Shon, Ross, ThorntonThornton

Contexts of schools, access to resourcesContexts of schools, access to resources -- -- Benitez, Gaudelli, ZongBenitez, Gaudelli, Zong

Collaboration with schools and teachersCollaboration with schools and teachers – – Dove, Kirkwood, Johnston, MerryfieldDove, Kirkwood, Johnston, Merryfield

Authentic and performance-based Authentic and performance-based assessments --assessments --Sizer, SmithSizer, Smith

Culturally relevant teaching – Culturally relevant teaching – Howard, Howard, Ladson-Billings Ladson-Billings

PART 2PART 2 Illustration: Factors in The Ohio State Illustration: Factors in The Ohio State Program in Secondary Social Studies & Global Program in Secondary Social Studies & Global

EducationEducation

1.1. Global knowledge is acquired through Global knowledge is acquired through disciplines & interdisciplinary content.disciplines & interdisciplinary content.

2.2. Interns learn across diverse schools and Interns learn across diverse schools and school districts.school districts.

3.3. Schools collaborate with the university for Schools collaborate with the university for methods, mentoring, fieldwork.methods, mentoring, fieldwork.

4.4. Reflection is in an open online forum of Reflection is in an open online forum of highly accomplished practicing teachers.highly accomplished practicing teachers.

5.5. Assessment is performance-based on Assessment is performance-based on authentic tasks.authentic tasks.

#1. Interdisciplinary knowledge#1. Interdisciplinary knowledge Content courses from Content courses from history (45 hrs),history (45 hrs),

political science (25),political science (25), geography (25),geography (25), economics (10),economics (10), sociology (10)sociology (10)

3 social science capstone seminars 3 social science capstone seminars showcase interdisciplinary learning about showcase interdisciplinary learning about the world.the world.

All methods course seminars demonstrate All methods course seminars demonstrate interdisciplinary lessons, global interdisciplinary lessons, global perspectives. perspectives.

Field placements are with teachers who Field placements are with teachers who practice desired knowledge and skills.practice desired knowledge and skills.

ECONOMICS 10 credit hours

EC Theories of macroeconomics (5)

EC Theories of microeconomics (5)

GEOGRAPHY 25 credit hours

GEOG Economic and cultural geography (5)

GEOG Geography of North America (5)

GEOG Urbanization across the world (5)

GEOG Political geography (5)

GEOG World regions and cultures (5)

HISTORY 45 credit hours

HIS World history (all world regions) surveyfrom earliest history to the present (10)

HIS An integrated and global history of the world in the 20th century (5)

HIS US History surveyfrom earliest US history to the present (10)

HIS African Americans in the US (5)

HIS Women in the US (5)

HIS US history from 1865-present (10)

POLITICAL SCIENCE 25 credit hours

PS Government and political institutions in the US (5)

PS The US Constitution and its effects on goverance and the role of citizens (5)

PS Political behavior (5)

PS Political systems of the world in the 20/21st centuries (5)

PS The interconnectedness of politics and globalization in the 20/21st centuries (5)

SOCIOLOGY 10 credit hours

SOC Social stratification and American society in the 20th/21st centuries (5)

SOC Social structures and social change in the world of the 20th/21st centuries (5)

#2 & 3. Multicultural PDS learning #2 & 3. Multicultural PDS learning community, school/university community, school/university

partnershipspartnerships 8-10 schools selected for their diversity and 8-10 schools selected for their diversity and

strengthsstrengths

8-10 teachers team-teach methods and 8-10 teachers team-teach methods and mentor interns in their classrooms and mentor interns in their classrooms and online as “field professors”online as “field professors”

WebCt provides online space for WebCt provides online space for discussions, assignments, lessons, researchdiscussions, assignments, lessons, research

The PDS community takes responsibilityThe PDS community takes responsibility

Carmen used for all major assignments, discussions Carmen used for all major assignments, discussions and assessments across 9 months, 6 coursesand assessments across 9 months, 6 courses

#4 Reflection in an online forum of #4 Reflection in an online forum of practicing teacherspracticing teachers

Assignments are interactive online.Assignments are interactive online.

Interns respond to and learn from 8-10 Interns respond to and learn from 8-10 teachers in their own and other schools.teachers in their own and other schools.

Interns have online work spaces & Interns have online work spaces & electronic portfolios that allow reflection electronic portfolios that allow reflection back on earlier work.back on earlier work.

Resources are added online as needed.Resources are added online as needed.

Interns or teachers can initiate discussions.Interns or teachers can initiate discussions.

Interaction on 1st step in unit planning

#5. Assessment is performance-based #5. Assessment is performance-based

All grades in 6 courses (2 methods, research, All grades in 6 courses (2 methods, research, 2 field experience, capstone seminar) are 2 field experience, capstone seminar) are based on what interns actually based on what interns actually dodo in in schools, most based on grade 7-12 schools, most based on grade 7-12 teaching.teaching.

Interns have to demonstrate they can teach Interns have to demonstrate they can teach interdisciplinary content and global and interdisciplinary content and global and multicultural perspectives in their lessons multicultural perspectives in their lessons and interactions with students in methods and interactions with students in methods first, then in student teaching. first, then in student teaching.

In lesson planning, research projects, and In lesson planning, research projects, and actual instruction, we expect interns to:actual instruction, we expect interns to:

Teach intercultural skills and reduce Teach intercultural skills and reduce student prejudice, stereotypes & student prejudice, stereotypes & misinformation, cultural/religious misinformation, cultural/religious conflictsconflicts

Model worldmindedness (current Model worldmindedness (current events, local/global connections in events, local/global connections in history) history)

Teach open-mindedness and empathyTeach open-mindedness and empathy

ConclusionsConclusions

Program must provide human diversity & Program must provide human diversity & cross-cultural experiences; reward cross-cultural experiences; reward intercultural skill development.intercultural skill development.

Program must demonstrate & assess Program must demonstrate & assess actual teaching of global content.actual teaching of global content.

All professors and classroom teachers All professors and classroom teachers must model worldmindedness.must model worldmindedness.

Thank youThank you

IJSE 2005 IJSE 2005 article article

““WebCt, PDS and Democratic Spaces in WebCt, PDS and Democratic Spaces in Teacher Education”Teacher Education”

Social Studies and the World: Teaching Social Studies and the World: Teaching Global Perspectives by Merryfield and Global Perspectives by Merryfield and Wilson is available from the National Wilson is available from the National Council for the Social Studies. Council for the Social Studies.

For list of relevant publications seeFor list of relevant publications seehttp://www.coe.ohio-state.edu/mmerryfield/http://www.coe.ohio-state.edu/mmerryfield/