1. Are you a Global Educator?
Julie Wakefield
McQueen High School
MATL, MS Geography, NBCT

2. So, are you?
HOW DO YOU KNOW??
What does it look like?

4. Working to make
all students
globally
competent
and ready for the
21st century.

5. What is global competence?

6. Why should we be teaching toward
global competence?

7. How can we help students develop
global competence?

8. Oxfam’s characteristics of a global citizen:
• Is aware of the wider world and has a sense of their
own role as a world citizen
• Respects and values diversity
• Understands how the world works economically,
politically, socially, culturally, technologically and
environmentally
• Challenges injustice
• Participates in and contributes to the community
from the local to the global
• Is willing to act to make the world a more equitable
and sustainable place
• Takes responsibility for their actions
Oxfam, Curriculum for Global Citizenship (1997)

10. What are some of the ways you and your
students experience globalization?

11. Globalization of the Economy

13. A changing world demands changing skills.

14. Global Issues, Local Solutions

16. The global is part of our
everyday local lives.

17. GenesGenes
EconomiesEconomies ReligionsReligions
FoodFood
PossessionsPossessions
EnvironmentEnvironment

19. How do we define global competence?
 Content Knowledge Matters
 Global Knowledge, Skills, & Dispositions
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action

20. Educating for Global Competence

21. “Global competence is the capacity and
disposition to understand and act on
issues of global significance.”
Veronica Boix Mansilla and Anthony Jackson,
Educating for Global Competence:
Preparing Our Youth to Engage the World, 2011, p. xiii

22. • Recognize and express how diverse
audiences perceive meaning and how
that affects communication.
• Listen to and communicate effectively
with diverse people.
• Select and use appropriate technology
and media to communicate with diverse
audiences.
• Reflect on how effective communication
affects understanding and collaboration
in an interdependent world.
• Recognize and express their own
perspective and identify influences on
that perspective.
• Examine others’ perspectives and
identify what influenced them.
• Explain the impact of cultural
interactions.
• Articulate how differential access to
knowledge, technology, and resources
affects quality of life and perspectives .
• Identify an issue, generate questions,
and explain its significance.
• Use variety of languages, sources and
media to identify and weigh relevant
evidence.
• Analyze, integrate, and synthesize
evidence to construct coherent
responses.
• Develop argument based on compelling
evidence and draws defensible
conclusions.
• Identify and create opportunities for
personal or collaborative action to
improve conditions.
• Assess options and plan actions based on
evidence and potential for impact.
• Act, personally or collaboratively, in
creative and ethical ways to contribute to
improvement, and assess impact of actions
taken.
• Reflect on capacity to advocate for and
contribute to improvement.
Investigate the World
Students investigate the world
beyond their immediate
environment.
Recognize Perspectives
Students recognize their own
and others’ perspectives.
Take Action
Students translate their ideas
into appropriate actions to
improve conditions.
Communicate Ideas
Students communicate their
ideas effectively with diverse
audiences.
Understand the World through
Disciplinary and Interdisciplinary Study
p. 12p. 12

23. p. 55p. 55

26. Investigate the World

28. Recognize Perspectives

30. Communicate Ideas

32. Take Action

34. Teachers: What can you do?
• Create professional learning communities
• Target high-leverage entry points in the
curriculum
• Engage students in Project-Based Learning
opportunities
• Connect your classroom and curriculum to
cultural and educational institutions
• Develop your own global competence

35. Global approach Non-global
Teach about injustice and
how people have worked
against oppression.
Ex. Students create a timeline
of events in which Africans
worked for freedom against
European domination.
Have students develop
critical reading skills to
recognize bias and
underlying assumptions.
Ex. Students analyze colonial
documents and travel writing
for their assumptions about
race, power, and rights.
Often ignore oppression
and injustice in other
countries
Ex. Tells the story of
European colonization of
East Africa as “a glorious
era of Europeans bringing
light to the Dark
Continent”.
Often gloss over
American injustice and
oppression or imply it
was all in the past.
Ex. Teaches about the slave
trade in Africa without
attention to the suffering
and oppression of
Africans by Americans.

36. Global approach Non-global
Teach literature and history that
writes back against the
literature of the oppressors.
Ex. Students read excerpts
from Things Fall Apart by
Chinua Achebe and other
African literature to
understand colonialization
from Africans’ experiences
and knowledge.
Have students evaluate how
one’s worldview shapes how
one makes sense of events
and issues.
Ex. Students examine effects
of racist colonial language
and images on Americans’
perceptions of Africa by
surveying people in their
community.
Do not use knowledge
constructed by the Other
(US minorities, people in
Asia, Africa, the Middle East,
etc.) that challenges the
mainstream version of
events or issues.
Ex. Teaches a unit on colonial
Africa without using any
African sources or literature.

42. Global Resources
• Globalization 101
• Asia Society
• Oxfam Education
• Global Education Collaborative Ning
• The American Forum for Global Education
• US Global Competence Website
• European Youth Portal

43. Global Participation
• iEARN (International Education and Resource
Network)
• Global Nomads Group
• Taking It Global
• GLOBE Program (Science Collaborative
Projects)

44. Global Competency:
"Learn "with" the world...
not just "about" the world."