The topic I chose to scour these websites for is Global Education.

Global education is sometimes difficult to approach with our students because it is a topic that isn’t relevant due to our worldwide status as the “most important and powerful” country. The United States is a country that agrees in having allies and freedom of speech, religion, and race, but sometimes that doesn’t translate when a new culture or foreign idea is introduced in the classroom. It’s sometimes tricky, especially for children, to understand global divides like language, food, customs, or mannerisms.

NEA:  http://www.nea.org/home/37297.htm

What I garnered from NEA is that “NEA believes that the goal of harmony with our global neighbors depends on a national commitment to strengthening the capability of the educational system to teach American children about the world” (NEA Resolution B-39. Global Education 1995, 1998). I agree that we should be integrating ourselves as teachers and students in their countries and lives as is stated in the Heifer International Study Tour.

This tour has been done twice, and it consists of students and teachers going to Honduras to help with the alleged poverty and hunger in the schools; however, each time it has ended due to the Honduran government or incidents on site. While this example of a program is a good start, I think the NEA should concentrate less on helping to fix and focus more on the similarities between the students of the United States and Honduras. Though many classes and other markers of status separate each set of children, they are still children and that is the important part to remember. They have infinite other topics to discuss and teach each other besides about their current issues of poverty and hunger.

AFT:  http://www.aft.org/about/world/trends/globalization.cfm

This organization did not have a section of their webpage dedicated specifically to the importance of global education, but I did find an article written by a woman who works with AFT and is a proponent of international importance in our schools. Her name is Randi Weingarten, and her view is that while our education system is decent, the American government and its educators are often comparing our students to students around the world. As it turns out students in some other countries are ahead of the curve for our students, and we must try to catch up as best we can in a world that is without borders. In short, American students must learn globally so that they can compete globally.

“In such a context, it is essential that AFT’s advocacy for innovation and best practices extend beyond our borders. Not only must we know which countries are achieving the highest marks on international student assessments, but we also must be able to explain why. So too, many ideas currently on the reform agenda can benefit from studying international models” (Weingarten).

I think that this suggestion of global competition is imperative to keep in mind when children are attending school, but I don’t want to impress upon children that the only reason to globalize their mindset is for overpowering someone else. The reason to globalize education is to make certain that our students go into the world with an open mind, not with the intention of smacking someone else down.

AACTE:  http://aacte.org/pdf/Programs/Multicultural/multiculturaledstatement.pdf

This organization believes in cultural pluralism and the fact that there is no one model American. The following chunk is taken from a Statement on Multicultural Education in 1972.

“To endorse cultural pluralism is to endorse the principle that there is no one model American. To endorse cultural pluralism is to understand and appreciate the differences that exist among the nation’s citizens. It is to see these differences as a positive force in the continuing development of a society which professes a wholesome respect for the intrinsic worth of every individual. Cultural pluralism is more than a temporary accommodation to placate racial and ethnic minorities. It is a concept that aims toward a heightened sense of being and of wholeness of the entire society based on the unique strengths of each of its parts. Cultural pluralism rejects both assimilation and separatism as ultimate goals. The positive elements of a culturally pluralistic society will be realized only if there is a healthy interaction among the diverse groups which comprise the nation’s citizenry.”

I think that the concept of the no one model American speaks highly of the way global education is handled in a collegiate setting. It’s no secret that in higher education there is a higher variety of types of ethnicities and races than there is in grades K-12, unless it is in an international school. This is celebrated and revered as an important part of each student’s journey through the education system. One of the hardest parts of being a different race is the fact that it can be handled as wrong or subservient as opposed to diverse or variant. Cultural equality should be the object of having such a person or persons in the classroom, not counting it as a handicap. I very much enjoyed this article as it was an understated approach that proves that differences are the way we were made, and there is nothing we can do to alter that, so let’s embrace it!

CCSSO: http://www.ccsso.org/Documents/2006/Global_Education_Policy_statement_2006.pdf

This organization has a Global Policy Statement that was updated in 2006 to reflect five challenges facing the education system in the United States versus that of other countries. Succinctly, they are:

1. Students not prepared for today’s global society.

2. Current U.S. standards do not account for geography, world languages, or culture.

3. U.S. schools not prepared to meet the demographic, economic, technological, and political trends of our world.

4. Teachers are not being trained appropriately in the necessary areas.

5. The U.S. Education System does not use the best of the best practices from schools worldwide.

Each of these issues was met with a solution that would have to be implemented over the long term to determine any kind of success as it wasn't going to happen overnight. A few suggestions include more classes in the curriculum based from different global perspectives, training in classes that were targeted for students in a global market (economics and foreign policy among the top picks), increased student interactions with global orientation starting from a young age, improving upon the standards already set, emphasis on language learning, partnerships with schools abroad for exchange programs with teachers, alternate teacher training including language and culture certification, and many other ideas.

While this statement is amazingly well put together and has excellent points, I have to wonder how many of our tax dollars will be set aside for this kind of program specifically. It is already difficult for schools to get extra funding at all, so increased funding for something that isn’t necessarily relevant to the current moment might risky. My suggestion might be that this program is awesome and maybe to implement it in specific schools and to specialize those schools. Or perhaps start small with required classes like language learning or global economics for each grade level.

CCSS:  http://www.corestandards.org/read-the-standards/

This website had one comment about global education, and it was merely that it was something that should be considered a standard in the education system.

ITL:  http://www.itlresearch.com/research-a-reports/10-reports/40-2011-itl-research-findings-and-implications

The 2011 ITL Research and Findings are written in many languages and used in various countries around the world; however, there is little evidence on the rest of their website concerning the importance of global education. From their large expanse of contributors and recipients of the findings, I’d say they try to think with the world in mind!

ESEA:  http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act

As this is an act specific to education in the United States, little is mentioned about global education. The only aspect that could be considered a step forward for global education in this act is the insistence from some representatives and senators to push for bilingual education. As I fully believe that bilingualism is a huge part of global education, I lifted these few lines:

“More recently, a new initiative, called “The Civil Rights Project,” is calling on policymakers to develop a new vision for bilingual education. Wyer gathers compelling evidence that shows English-only policies in schools aren’t working. The project proposes a new attitude that embraces bilingualism: “It is time that the U.S. join the rest of the developed world in viewing bilingualism as an asset, not a deficit,” argues Gary Orfield, co-director of the new project.”

However, directly in the following paragraph, it is noted that just because this initiative is posted does not mean that it will be utterly successful. As tragic as that thought is, it is also incredibly truthful. Just because an educator wills an act to happen does not mean that it will, or if it does, it might not be to the propensity that is desired. Bilingualism is a huge importance and proponent of global education, and it should be taken seriously.

IDEA:

This organization’s webpage yielded no results for global education.

NCLB:

This organization’s webpage yielded no results for global education.

AAIE:  http://www.aaie.org/page.cfm?p=372

This organization is committed fully to making certain that bridges are breached and that schools, teachers, and students across the world are connecting and sharing their experiences. AAIE concentrates on using technology to bring together those that are time zones apart so that they can share their educational techniques in the classroom and demonstrate how to improve upon those techniques. They are also all about making sure that students, at a young age, pursue a leadership role that will help them on the road ahead in this world with no borders. They provide meetings with mentors to educate and discover what makes a global leader today and how these students can excel in the future. They also provide “summits” for these kids to get together and bounce ideas off of one another as to how they can make their world smaller by finding what makes each culture and people stronger and how it can be applied to other cultures. It seems to me to be a big sharing session, which frankly seems pretty cool.

I really like the idea of the summits because it allows for the students to get together and collaborate about how to make the world a better place. That sounds like kind of a cheesy way to say it, but let’s be honest, the only way that this world is going to continue on the up and up is if we all start working together. Taking the best parts and the best secrets and sharing them to keep each other afloat instead of in sighting wars and conflicts is amazing, and giving that kind of power to children, telling them that they have the ability to aid in those changes, is exactly what education is all about. Using each others’ resources and giving equal importance to cultures and peoples is the basis of global education. Cultural equality doesn’t have to be a dream, it can be a reality.

UNESCO:  http://www.unesco.org/new/en/bureau-of-strategic-planning/themes/culture-of-peace-and-non-violence/

This website is teeming with information about global education, but I decided to concentrate on one aspect that I really enjoyed. They offer a programme on the Culture of Peace and Non Violence. This programme has three main goals:

1.       To develop a new political, conceptual and programmatic approach in favour of a strong commitment by States and civil society to nurture “everyday peace” involving women and youth, (i.e.: through ICTs and social media);

2.       To improve the world’s global understanding and deconstruct preconceived ideas by placing emphasis on the future as a humanistic aspiration (i.e.: by establishing guidelines for a global curriculum on shared values);

3.       To promote a global movement in favour of the ideals and practice of a culture of peace and non-violence with emphasis on youth civic engagement and democratic participation (i.e.: by creating “hubs of peace”)

I think the reason I really enjoyed this programme and its material is because the first step is the entire premise behind global education: have an open mind and it will set you free!

Global education starts with mutual understanding and respect, and if we can’t get that much, then we are doomed.

UNICEF:  http://www.unicef.org/education/bege_70640.html

Again, this organization is international, and as a result, global minded thinking is always at the forefront of discussion, but I chose to further investigate education abroad concerning women. I am already aware that women abroad are having a tough time acquiring schooling as it is not always available to them; however, I learned from the article that

“[g]irls’ education is both an intrinsic right and a critical lever to reaching other development objectives. Providing girls with an education helps break the cycle of poverty: educated women are less likely to marry early and against their will; less likely to die in childbirth; more likely to have healthy babies; and are more likely to send their children to school”.

The fact that the ripple effect has been studied and proved useful when it comes to a positive influence from education is not something of which I was entirely sure. It all the more makes me want for these girls, who have had no previous schooling, to understand that education should be provided for them from the offset so that they can go out and be global leaders. If girls continue to be educated and make smarter decisions, then possibly there will be gender equality in places where there wasn't beforehand.

OECD & CERI: http://www.oecd.org/edu/bycountry/

Again, as this organization is globally minded, most of its information is centered on the impact of education globally. I concentrated on the amount of summits and articles for each country and each particular type of learning in that country.

It seems to me, from what I have researched, that each country has certain meetings and summits for their strengths and for their weaknesses. More often than not, the countries try to play up their best aspects, or they try to brainstorm ideas from other countries to improve upon their areas that needed enhancement. Each country has their specific and distinct method of education and how it can aid in globalization of our students and of their students.

EFA: http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/

I like the link that refers to the importance of literacy mostly because I love books, and I happen to think that reading is sadly becoming outdated. I garnered from this organization’s website that

“A literate community is a dynamic community, one that exchanges ideas and engages in debate. Illiteracy, however, is an obstacle to a better quality of life, and can even breed exclusion and violence. For over 65 years UNESCO has worked to ensure that literacy remains a priority on national and international agendas. Through its formal and non-formal literacy programmes worldwide, the Organization works to realize the vision of a literate world for all.”

Reading is imperative as it stimulates the mind and gives birth to ideas and creative musings that could possibly bring together people across the world that would otherwise never have met. Books also can be translated into many languages giving the same raw experience to each reader, and that in itself is a way of talking and speaking across countries without even having to exchange spoken word.

UNGEI:  http://www.ungei.org/infobycountry/index.html

This organizations website is a great resource for women. One of the things that I found about it was the fact that it was similar to OCED &CERI in the way that each country has a link that can be observed closely; however, the material is different. The UNGEI’s range of countries has links to different articles listed beneath. There is a lot of information and various know-how for each country concerning education, especially girls’ international education, and its role in the global market in the future.

Another aspect that I considered on this site was the fact that most of the areas where the news was reported according to country were located in Asia or in Latin America. More countries in poverty or civil unrest were more likely to be countries that had a higher percentage of articles and information. This is not a topic to be ignored. All over the world women and girls deserve schooling, and they should receive it without punishment.

GPE:  https://www.globalpartnership.org/blog/5-stories-about-youth-taking-lead-improve-education

This organization’s website was also chock full of global education goodies, but I found my favorite piece in a blog by Lauren Gruebel. Five former students from five different areas of the world all had the same vision: kids taking control of a lack of an education system and getting results. For example, a high school senior in China was faced with the notion that the arts would be removed from the current education system; therefore, he rallied his classmates to have after school activities to fill these gaps. Four months later the school rescinded their actions. Kids taking their own education by storm all over the world!

I was incredibly impressed by this article and all of the stories in it, but then I realized that this is the goal that I want as a teacher. I want my students to make global change, to stand up for what they believe in, and to fight for what they deserve. Just a really cool blog post about kids doing what they need to do to learn how they want to learn.