Teaching About Japan: Global Perspectives in Teacher Decision-Making, Context, and Practice

The Transformative Power of Travel? Four Social Studies Teachers Reflect on Their International Professional Development

“…A number of studies reviewed suggested that border crossings accompanied some sense of otherness, allowing participants to achieve a greater sense of empathy than had they not left their home country (Germain, 1998;Kambutu & Nganga, 2008;Merryfield, 2000;Myers, 2001;Pence & Macgillivray, 2008;Quezada, 2004;Schlein, 2009;Willard-Holt, 2001;Wilson, 1982). Researchers argued that both international professional development and independent travel develop global perspectives as well as a level of comfort teaching content related to non-U.S. nations and international relations (Kirkwood, 2002;Merryfield, 2001;Sahin, 2008;Willard-Holt, 2001;Wilson, 1998). Other studies indicated that the experiences associated with international professional development, such as negotiating unfamiliar cultures and languages and observing pedagogical practices unheard of in their home nations, cultivate innovative and desirable professional skills and practices (Garii, 2009;Ileleji, 2009;Quezada, 2004;Wilson, 1993b).…”

“…She concluded that the participants in her study were "less prone to prejudge students based on cultural background, linguistic difference, or even learning disability" (p. 515), a transformation evident in their professional and personal lives. The participants in this study, as well as the in-service social studies teachers in Kirkwood's (2002) study of the Japan Today program, appeared to experience shifts in their worldviews resulting from their time abroad. These teachers demonstrated an imperative to teach about global topics, despite the pressures created by a scope and sequence of social studies courses that emphasized topics in U.S. history.…”

You’re DoingWhatThis Summer? Making the Most of International Professional Development

“…International experiences have been shown to expand one's content knowledge on global topics (Kirkwood 2002), increase cross-cultural awareness (Germain 1998), trigger a reassessment of one's place within the larger global system (Dolby 2004), and the development of innovative classroom skills and practices (Garii 2009). While the best international professional development opportunities offer potentials to meet any one or all of the aforementioned outcomes, participation in a study tour is not a guarantee of such outcomes.…”

Promoting Students’ Global Perspectives Through a Gamified e-Learning Platform

“…Merryfield, 1998, for example, suggested that most teachers focused on the particular topics of culture and history, such as human rights, the slave trade, or child labor. On the other hand, Kirkwood, 2002 suggested that most teachings about world-mindedness tended to highlight the cultural universals, such as loving families, self-esteem, and personal and cross-cultural appreciation. At the university level, however, the knowledge of people and places is clearly not enough.…”