A Teacher in a Global Society

2. INTRODUCTION
 The global system is not just an environment
within which particular societies like Indonesia
develop and change.
 The social, political and economic connections
which cross cut boarders between countries
decisively condition the fate of those living within
each country.
 The increasing term in relation to global
education for the interdependence of world
society is globalization.
 According to Anthony Giddens (1992),
Globalization refers to the development of social
and economic relationships stretching worldwide.

3. CONTINUATION
 It would be a mistake to think of globalization simply
as a process of the growth of world unity.
 Global education should be understood primarily as
the reordering of time and distance in our lives in
relation to learning.
 We live in a rapidly shifting era in which economic
opportunities and challenges are bound. Those who
are educated in the new rules of the game stand to do
well; but those who are not will face real and growing
problems. World-wide developments affecting job
expectations, health, physical security, public policy,
communications, investment opportunities, and
immigration and community relations, are changing
the context of our lives, sometimes in very immediate
ways.

4. SCHOOLS AND GLOBALIZATION
 Today all of us must understand the changes to
which we must respond individually and
collectively.
 It is not enough to leave the requisite
development of skills to colleges and graduate
schools.
 The capacity to think and act beyond national
and international contexts cannot be left solely to
elites. Educating our citizenry to participate and
succeed in a globally interconnected world must
start in all of our schools
(David Driscoll, 2006).

5. THE TYPES OF EDUCATION
 Before discussing education in a global society, we
need to clarify what is meant by the term education.
 A very basic point is that education and schooling are
not synonymous.
 Education is a more encompassing concept, referring
to the general process by which a social group, an
entire society or just a family transmits attitudes,
beliefs, behaviours and skills to its members. Within
these broad boundaries, education greatly varies,
with educational scholars typically distinguishing
three general categories of education: formal,
nonformal and informal education
(LaBelle, 1976; Kevin J etal, 1990: 96-97).

6. GLOBAL EDUCATION
 Global Education is a lens (or perspective) through
which material on the curriculum is viewed.
 Teachers employ certain methods, outlined herein,
which allow the students at any age to employ this
lens to illuminate any subject material.
 Global Education respects environmental needs,
peace and justice, and human rights for all through
positive ways of reaching out to the students’ peers in
developing countries, and around the world.
 It transcends subject matter and age level, and
through focusing on developing global citizens, adds
authenticity to any curriculum.

7. WHY GLOBAL EDUCATION
 The challenges today involve forces and activities that
transcend national boundaries.
 Trade, finance, business, communications,
entrepreneurial initiatives, ideologies, migration,
environmental and epidemiological events, cultural
movements, and non-governmental systems, no
longer occur solely or even primarily within nations.
 To understand these emerging forces and their impact
on our lives we have to be able to think and act
globally. In the last five years a consortium of
national educational and business organizations, led
by the Asia Society, has met on a regular basis to
promote the case for strengthening global education
in the nations’ public schools.

8. GOALS OF EDUCATION IN A GLOBAL SOCIETY
 The following are the goals of education in a
global society:
 Understanding connections between local and
global affairs,
 Ability to work and think in at least one other
language than one’s own,
 Ability to understand and respect the cultures of
other peoples,
 A competent knowledge of global geography and
economics as well as of at least one major
cultural tradition other than one’s own.
 An understanding of the concept of global
citizenship

9. STRANDS OF EDUCATION IN A
GLOBAL SOCIETY
Global Education can be broken down into four broad strands:
1. Development Education; looks at International
Development programs and the conditions in developing
countries, examines Indonesia’s international role, and
encourages us to address global issues and look critically
at the notion of “development.”
2. Environmental Education; fosters an awareness of
and concern for environmental issues that aid in
developing new patterns of behaviour that will promote
environmental responsibility.
3. Human Rights Education; teaches about civil,
political, economic and social rights, with the goal of
promoting social justice for all.
4. Peace Education; studies war and disarmament, and
encourages movement towards peace both globally and in
the classroom.

10. KEY ASPECTS OF A GLOBAL PERSPECTIVE
 Key elements of education within a global
perspective may be used to guide evaluation of
student outcomes and school culture.
 The key to this approach, for school
administrators particularly, is:
 The development of a curriculum,
 Introducing themes and concepts in the primary
years,
 Reinforcing the ideas in the junior grades, and
expanding and developing them into the
intermediate and secondary years.

11. IMPORTANT ELEMENTS THE GLOBAL
PERSPECTIVE
 Thinking and teaching holistically, incorporating
learning from one topic or theme to the next
 Celebrating cultural diversity in the classroom, the
school in Indonesia and the world
 Encouraging optimism in a troubled world, for society
in general and international development in
particular.
 Providing opportunities to care for self, for others at
home and abroad, and for the global physical
environment.
 Integrating this approach across the curricula
increases the impact.
 Teaching critical thinking and problem-solving leads
directly to action.

12. INFUSING A GLOBAL PERSPECTIVE INTO
SCHOOL CURRICULUM
 In this era of globalization, most of our countries’
national curriculum frameworks and standards
are necessary to ensure that students
demonstrate competence in literacy, numeracy,
and each country’s national studies.
 It is possible for teachers to excite student
learning while developing the requisite global
skills by infusing a global perspective into
existing curriculum frameworks.

13. EXAMPLES OF GLOBAL PERSPECTIVES
 Social Studies: Integrating teaching about global
economics into the geography curriculum.
 Science/Math: Including relevant global
perspectives and instructional resources in
science and mathematics classes.
 Interdisciplinary: Providing mid-year special
interdisciplinary projects or extra-curricular
activities that enable students to become more
knowledgeable about global problems and
possibilities.
 Foreign Language: Combining the study of a
second language with teaching about the culture
in which that language functions.

14. CONTINUATION
 English/Social Studies: Strengthening
comparative understanding, e.g. by studying
linkages between a country’s and world history or
thematic comparisons in a given country’s
literature and another major literary tradition.
 Foreign Language: Giving greater opportunity,
significance and continuity to foreign language
instruction at the middle school and high school
levels. This is one skill set that needs to be
started as early as possible in a student’s
education.
 English: Studying literature that reflects
cosmopolitan and global views and values.

15. CONTINUATION
 Arts: Using art, music, and dance to engage
students in learning about other cultures.
 Foreign Languages: Engaging the culturally
diverse groups of students that are found in so
many of today’s classrooms in social studies
presentations and discussions, in foreign
language classes, or in topics discussed in Model
UN forums.

16. EDUCATORS SEEKING FOR
EFFECTIVE INSTRUCTIONAL
RESOURCES
 Educators can capitalize on effective resources from
outside the schools to engage students by:
 Utilizing the vast research base available on the
internet.
 Engaging in school-to-school and/or peer-based
collaborative projects through appropriate
organizations.
 For instance, exchange programmes and the Global
Classroom Project etc.
 Developing an exchange relationship with a school or
school system in another country (either virtual or
real).
 Arranging for student study tours or semester study
to abroad

17. SOME EXAMPLES OF HOW PROVINCES OR
SCHOOLS HAVE ENGAGED IN GLOBAL
EDUCATION
 Indonesia’s student exchange program
 Indonesia’s partnership programmes with other
countries like the ADF at UPI, AMNEF and etc.
 Universities like UPI have established and
developed links with foreign Universities,
Coordination of International Education
conferences, to promote and support global
education and international school exchanges.
 UPI has established standards for international
education and significantly increased
enrollments in world languages and culture
exchange programmes.

18. WHY TEACH WITH A GLOBAL PERSPECTIVE?
 Students learn to respect, to value and to
celebrate other cultures.
 Students learn about developing and developed
countries and their issues in a positive way.
 Students become socially and environmentally
responsible, by learning about their
interdependence with other peoples and species.

19. CONTINUATION
 Many Provincial curriculum documents
encourage a global perspective.
 Students gain a positive outlook on their role in
making the world a more peaceful and just place
 Global Education enriches any curriculum by
clarifying the connections to real life.
(Source: adapted from CHF at www.chf.ca)

20. CONTINUATION
 Universities are creating projects to globalize
their curriculums under partnership and
consultancy.
 Indonesia’s national education department has
developed guidelines to infuse global perspectives
into the study of geography, history, civics and
economics at the elementary, Junior and senior
high schools.
 Education teaching guides have been developed
to provide instruction which often includes a
global perspective.

21. CONCLUSION
Curriculum units can be infused with a global
perspective in a myriad of ways. For example,
through using Pike and Selby’s four dimensions
of globality in Pike, G. & Selby, D.,(1999) In The
Global Classroom pp. 12-14.