Putting Old Tensions to Rest: Integrating Multicultural Education and Global Learning to Advance Student Development

Charles, Harvey; Longerbeam, Susan D.; Miller, Angela E.

doi:10.1515/jcc-2013-0007

Cited by 6 publications

(4 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both global learning and global citizenship education (GCE) emerged as the principal frameworks for theorizing and assessing global perspectives and learning among undergraduates (Charles, Longerbean, & Miller, 2013). For example, global learning is enshrined in Liberal Education and America's Promise's (LEAP) essential learning outcomes (Hovland & Schneider, 2011) and associated VALUE rubrics.…”

Section: Introductionmentioning

confidence: 99%

“…GCE is supported by pedagogical practices and institutional policies and structures that engage students in global social, environmental, political, or economic issues. Research examining GCE as a framework and a tool for creating, implementing, and assessing global learning has proliferated (Charles et al, 2013;Cortés, 1998;Mikander, 2016;Myers, 2016;Olson, Evans, & Shoenberg, 2007). GCE emphasizes the individual's existence as part of a broader community and humanity as a whole and examines "political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global" (UNESCO, 2015, p. 14).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Global Perspectives in the Core: Student Attitudes and Instructor Performance

Butler

Reinke

2020

ij-sotl

View full text Add to dashboard Cite

Global learning and global citizenship education (GCE) continue to be integrated as co-curricular and curricular components in US higher education. Many institutions have linked their mission and values statements to global learning. However, their efforts fail to reflect a single shared understanding or philosophy of global learning or GCE. While scholars continue to discuss and debate the substance of these frameworks, few studies have analyzed perspectives of curricular global learning and GCE requirements. Three hundred fifty-four undergraduate students attending a university in the Southern US completed questionnaires assessing their attitudes towards global learning, international issues, and global citizenship, as well as their attitudes toward the college's required global perspectives curriculum. Results indicate that students feel generally positive towards global learning and issues, believe global learning should be required at this and other institutions, and have high perceptions of faculty performance.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Global Perspectives in the Core: Student Attitudes and Instructor Performance

Butler

Reinke

2020

ij-sotl

View full text Add to dashboard Cite

show abstract

“…While technology might make it fairly easy for two partnered classes to engage in an introductory Mystery Skype call, their teachers might feel less equipped to lead Skype discussions among their students that might touch upon, for example, a past conflict in which the countries of the partnered classes were on opposing sides or a contentious contemporary issue that might spur strong disagreements between students. Other GRA teachers could require guidance on how to engage more with the diversity that exists within their own schools and local communities (Charles, Longerbeam, & Miller, 2013).…”

Section: Discussionmentioning

confidence: 99%

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Carpenter

Justice

2018

View full text Add to dashboard Cite

Technology can create new opportunities for learning with and from people of other cultures, not just about them. The Global Read Aloud (GRA) offers an example of such learning possibilities. The GRA is a project that connects classrooms via digital technologies to discuss common texts. This research explored the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA. Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear. We discuss implications for teaching for global readiness.

show abstract

“…… the development of our students as individuals, as moral agents, as responsible members of their community, and even as global citizens, hinges on their ability to have meaningful encounters with issues of diversity rendered in terms of the global realities of our lives. (Charles, Longerbeam, & Miller, 2013) Charles et al (2013) refer to meaningful encounters as the core of productive encounters with human difference. As we understand it, this refers to the necessity of interaction across differences.…”

Section: Introduction Why Engaging Dissonance?mentioning

confidence: 99%