Global perspectives
I seek to transcend the walls of my classroom in two ways: through literature and in real life. An awareness of the cosmopolitan nature of our world will help my students gain perspective on their own lives and possibilities as they become "citizens of the world" (Diogenes).
Martin, Smolen, Oswald, and Milam (2012) claim that "...it is critical that educators prepare students for global citizenship". As we know, literature can be a lens that allows us to peer into the lives and worlds of others. I have deliberately integrated titles from a variety of cultural contexts and perspectives into my classroom library to introduce students to the literary world beyond the contemporary American YA novel that they are already familiar with. In their weekly readings, students can sample some of the diverse experiences and cultures of Iran, Cuba, Algeria, China and more--hopefully awakening an awareness of our global neighborhood.
An opportunity to travel to Guatemala with a group of students on a service-learning trip inspired me to pursue more international learning opportunities with students. The 2015 trip challenged and empowered all participants, and provided a cultural immersion that reading only hints at. I witnessed remarkable growth in my students as they absorbed new surroundings, social norms, and living conditions. The experience impacted everyone and I can see the results back at school as well--upon their return, students exhibit greater maturity, awareness of their privileges, and tolerance for others. Abstractly, their schema now include this background. While global travel is not available to all students within my school, those who can benefit from it contribute some of their experience to the classroom culture and understanding as well.
As the classroom leader, this trip encouraged me to emphasize global and cosmopolitan connections and concerns in discussion. Students will face an increasingly connected global world, and developing a global perspective will prove another valuable 21st-century skill.
Martin, Smolen, Oswald, and Milam (2012) claim that "...it is critical that educators prepare students for global citizenship". As we know, literature can be a lens that allows us to peer into the lives and worlds of others. I have deliberately integrated titles from a variety of cultural contexts and perspectives into my classroom library to introduce students to the literary world beyond the contemporary American YA novel that they are already familiar with. In their weekly readings, students can sample some of the diverse experiences and cultures of Iran, Cuba, Algeria, China and more--hopefully awakening an awareness of our global neighborhood.
An opportunity to travel to Guatemala with a group of students on a service-learning trip inspired me to pursue more international learning opportunities with students. The 2015 trip challenged and empowered all participants, and provided a cultural immersion that reading only hints at. I witnessed remarkable growth in my students as they absorbed new surroundings, social norms, and living conditions. The experience impacted everyone and I can see the results back at school as well--upon their return, students exhibit greater maturity, awareness of their privileges, and tolerance for others. Abstractly, their schema now include this background. While global travel is not available to all students within my school, those who can benefit from it contribute some of their experience to the classroom culture and understanding as well.
As the classroom leader, this trip encouraged me to emphasize global and cosmopolitan connections and concerns in discussion. Students will face an increasingly connected global world, and developing a global perspective will prove another valuable 21st-century skill.
Reading Resources with Global Perspectives