Nganga / Lydiah / Kambutu Social Justice Education, Globalization, and Teacher Education

1. Auflage 2015
ISBN: 978-1-68123-291-1
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 329 Seiten

The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education. This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local and international neighborhoods.

Autoren/Hrsg.

Nganga, Lydiah

Nganga,

Lydiah,

Kambutu,

John,

Inhaltsverzeichnis

1;Front Cover;1
2;Social Justice Education, Globalization, and Teacher Education;2
2.1;A Volume in Teaching and Learning Social Studies;2
2.2;Series Editor:;2
2.3;William B. Russell III, University of Kentucky;2
3;DEDICATION;6
3.1;Preface;10
3.1.1;Lydiah Nganga;10
3.1.2;References;12
3.2;Acknowledgments;14
3.3;CHAPTER 1;16
3.3.1;Theoretical Foundations of Global and Social Justice Education;16
3.3.1.1;Lydiah Nganga;16
3.3.1.2;Introduction;16
3.3.1.2.1;What Does it Take to Implement a Curriculum With a Global Education and Social Justice Focus?;17
3.3.1.2.2;Global Education Defined;18
3.3.1.2.3;Social Justice Education Defined;19
3.3.1.3;Global Education and Social Justice;19
3.3.1.4;References;20
3.4;CHAPTER 2;22
3.4.1;Teaching Globalization;22
3.4.1.1;Graham Butt;22
3.4.1.2;Concepts of Globalization;23
3.4.1.3;Studying Globalization;26
3.4.1.4;Globalization and Education;28
3.4.1.4.1;Suggestions for Teacher Educators;30
3.4.1.4.2;What Are the Practical Issues of Establishing a Curriculum for Global Mindedness and Social Justice in Teacher Education?;34
3.4.1.5;Conclusion;35
3.4.1.6;NOTE;37
3.4.1.7;References;38
3.5;CHAPTER 3;42
3.5.1;Critical Teacher Education for Global Competence in Brazil;42
3.5.1.1;Malia Spofford Xavier;42
3.5.1.2;Introduction;42
3.5.1.2.1;PIBID and its Social Context;44
3.5.1.2.2;Global Englishes in the Global South: Problematics of language study and teacher identity;49
3.5.1.2.3;Literature, Social Justice, and Globalization: From the University to the Schools;53
3.5.1.3;PIBID-ENGLISH EDUCATIONAL ACTIVITIES FOR SOCIAL JUSTICE AND GLOBAL COMPETENCE;56
3.5.1.3.1;Educating Teachers as Global Citizens: Classroom Practices for Teacher Educators Across the Curriculum;59
3.5.1.3.2;Actively Engage Students With Members of the Academic Community From Other Parts of the World;60
3.5.1.3.3;Internationalize Your Field of Study: Actively Discuss Concepts Such as “Globalization” and “Global Englishes” and the Consequences for Social Justice;61
3.5.1.3.4;Compare Educational Systems and Practices Across Countries;62
3.5.1.3.5;Engage Student Teachers With the Work of Inspirational Educators, Artists, and Researchers;63
3.5.1.4;Final Remarks;64
3.5.1.5;References;65
3.6;CHAPTER 4;68
3.6.1;Contesting Institutional Epistemologies of Diversity;68
3.6.1.1;Amanda Richey and Leena Her;68
3.6.1.2;Institutional Epistemologies of “Diversity”;70
3.6.1.3;Unpacking the Process: ositionality, Learning, and Application;71
3.6.1.4;Globalization and “Diversity” Education;73
3.6.1.5;Articulating a Global/Local Framework for Teacher Education;75
3.6.1.6;The First Year Learning Community;76
3.6.1.7;Conclusion;83
3.6.1.8;References;83
3.7;CHAPTER 5;86
3.7.1;Global and Social Justice in Teacher Education;86
3.7.1.1;Lydiah Nganga;86
3.7.1.1.1;Instructional Strategies That Promote Global Mindedness and Social Justice Skills in Teacher Education;88
3.7.1.1.2;The Discussion Strategy;88
3.7.1.1.3;Graphic Organizers;89
3.7.1.1.4;Online Threaded Discussions;90
3.7.1.1.5;Using Children’s Literature to Teach Global Education and Social Justice;90
3.7.1.1.6;Reflective Practice;91
3.7.1.1.7;Activities That Global Education and Social Justice Education;92
3.7.1.1.8;Unit: Rethinking Columbus;92
3.7.1.1.8.1;1. How do our actions affect the world and how does the world affect our actions?;92
3.7.1.1.8.2;2. How interdependent is our world? How interdependent should our world be?;93
3.7.1.1.8.3;3. To what extent does diversity strengthen our global community?;93
3.7.1.1.8.4;4. To what extent does the collision of cultures result in progress for all?;93
3.7.1.1.8.5;5. How close are we to achieving peace and justice in a global village?;93
3.7.1.1.8.6;6. How can we promote peace and justice? (Libresco, Balantic, & Kipling, 2011, p. 195).;93
3.7.1.1.9;Activity 1: What do we know about Christopher Columbus?;93
3.7.1.1.9.1;1. Thinking about Columbus: The use and utility of the image of Columbus in Western thought (Sowell, 1993).;93
3.7.1.1.9.2;2. Columbus, A Hero? Rethinking Columbus in an Elementary Classroom (Sweeney, 1993).;94
3.7.1.1.10;Activity 2: Using threaded discussions to uncover multiple perspectives;94
3.7.1.1.11;Activity 3: What might the Taino Indians say about Columbus?;95
3.7.1.1.12;Unit: Cultural Universal;96
3.7.1.1.12.1;1. What is a community?;97
3.7.1.1.12.2;2. What are the needs of a community?;97
3.7.1.1.12.3;3. How are the needs of a community met?;97
3.7.1.1.12.4;4. Are the needs of our community the same as for other communities? Explain.;97
3.7.1.1.12.5;5. What do a people need to survive no matter where they live?;97
3.7.1.1.12.6;6. What are cultural universal?;97
3.7.1.1.12.7;7. Are people, families, and cultures more alike or more different?;97
3.7.1.1.12.8;8. How can family responsibilities be shared equally?;97
3.7.1.1.12.9;9. To what extent is it possible to extend this (sharing roles equally) to the larger society?;97
3.7.1.1.12.10;10. To what extent can prejudice and discrimination be overcome in society?;97
3.7.1.1.12.11;11. What is the impact of diversity on communities, nations, and the world?;97
3.7.1.1.12.12;1. Explore the meaning of uniqueness.;98
3.7.1.1.12.13;2. Discuss individual differences and what makes us same and different.;98
3.7.1.1.12.14;3. Students use Venn diagrams to compare themselves with another person and identify unique qualities in the person they choose.;99
3.7.1.1.12.15;4. Students write a letter to the individual they choose as one of their new best friend discussing an issue of fair and unfairness.;99
3.7.1.1.12.16;5. Discuss how one can take a stand in the face of injustice.;99
3.7.1.1.12.17;6. Discuss how one can help a friend who is being made fun of or bullied because they are different.;99
3.7.1.1.13;Students Class Constitution;100
3.7.1.1.14;Activity: Reflective Writing;101
3.7.1.2;CONCLUSIONS AND IMPLICATIONS TO TEACHER EDUCATION;103
3.7.1.3;References;105
3.7.1.3.1;Figure 5. 1. The encounter of Columbus and the Native American (OK, NK, and MP).;94
3.7.1.3.2;Figure 5. 2.;98
3.7.2;Table 5.1. Compare and Contrast the Taino People’s Perspectives With Those of Columbus During Their Encounter;96
3.7.3;Table 5.2. Concepts and Key Points;99
3.8;CHAPTER 6;108
3.8.1;Teaching Toward Social Justice Using Text Sets as Mirrors and Windows for Local, National, and Global Issues;108
3.8.1.1;Renee Moran, Monica Billen, and Karin Keith;108
3.8.1.2;Introduction;108
3.8.1.3;Review of Literature;110
3.8.1.4;Creating Classrooms That Foster Social Justice;110
3.8.1.5;Fostering Globalization in Teacher Education;113
3.8.1.6;Critical Literacy;114
3.8.1.7;Experiencing an Evolutionary, Democratic Learning Community;116
3.8.1.7.1;Community Building Activity 1: Ethnographer for a Day: Mirrors That Reflect Individuals in the Classroom;117
3.8.1.7.2;Community Building Activity 2: Community Cards: Mirrors That Reflect Perspectives of our Classmates;118
3.8.1.7.3;Community Building Activity 3: Our Single Story: Windows to View Perspectives;119
3.8.1.7.4;Teaching With an Awareness of Social Justice: Creating Opportunities to Consider Local, National, and Global Issues;120
3.8.1.7.5;Strategy 1: Book Pass;122
3.8.1.7.6;Strategy Skill Focus;122
3.8.1.7.7;Strategy Description;122
3.8.1.7.8;Strategy Steps;123
3.8.1.7.8.1;1. Compile several text sets and bring to class.;123
3.8.1.7.8.2;2. Divide students into groups of four to six giving each group one text set. Each student should begin with one book.;123
3.8.1.7.8.3;3. The student examines the text in their hand, notes observations and begins to read. At this time, the instructor can ask that students simply read and make observations or to read with a specific question in mind (i.e., what depictions of power ar...;123
3.8.1.7.8.4;4. After five minutes the student passes the book to their left and repeats the process with a new book. This process continues until each student has examined all books in the text set.;123
3.8.1.7.8.5;5. Students discuss their observations about each text with their group, noting differences and similarities in their noticings.;123
3.8.1.7.9;Real Classroom Example;123
3.8.1.7.9.1;Strategy 2: Multiple Reading, Multiple Perspectives;124
3.8.1.7.10;Strategy Skill Focus;124
3.8.1.7.11;Strategy Description;124
3.8.1.7.12;Strategy Steps;125
3.8.1.7.12.1;1. Provide students with a text that they have already read.;125
3.8.1.7.12.2;2. As they read the book a second time, ask the student to take on a different perspective, one that is different from their own.;125
3.8.1.7.12.3;3. As students read the book a third time, ask students to switch the gender, ethnicity, social class, et cetera of the character and discuss how ideas presented in the book would change.;125
3.8.1.7.12.4;4. Allow students time to reflect on and discuss with peers the implications of engaging in this process.;125
3.8.1.7.13;Real Classroom Example;125
3.8.1.7.13.1;Strategy 3: Book Clubs;126
3.8.1.7.14;Strategy Skill Focus;126
3.8.1.7.15;Strategy Description;127
3.8.1.7.16;Strategy Steps;128
3.8.1.7.16.1;1. Select several chapter books that may deal with globalization, social justice, or diversity.;128
3.8.1.7.16.2;2. Briefly preview the books for the students so that they may make a choice that interests them.;128
3.8.1.7.16.3;3. Allow students to vote for their first, second, and third choice book.;128
3.8.1.7.16.4;4. Organize students into groups of four or five based on their top pick books.;128
3.8.1.7.16.5;5. Schedule several class periods throughout the semester where the students may meet for approximately 20 minutes;128
3.8.1.7.16.6;6. Create a packet for the students to keep track of their thoughts and observations throughout their book club.;128
3.8.1.7.16.7;7. Allow students to meet and create a schedule for their upcoming book club meetings. The schedule should include how many pages or chapters they would like to have read by each meeting. If desired, the schedule could also include who will be fulfil...;128
3.8.1.7.16.8;8. During book club meetings, the teacher can monitor book clubs and record relevant discussion points. After book club meetings, spend some time discussing and relevant issues that may have come up during the discussions.;128
3.8.1.7.16.9;9. Students can complete a final book project about the book’s themes or social justice issues.;128
3.8.1.7.16.10;Real Classroom Example;128
3.8.1.7.16.11;Strategy 4: Advocating for Change;130
3.8.1.7.17;Strategy Skill Focus:;130
3.8.1.7.18;Strategy Description;130
3.8.1.7.19;Strategy Steps;130
3.8.1.7.19.1;1. Students look back at a familiar text set.;130
3.8.1.7.19.2;2. They consider the text from the following perspectives: personally responsible citizen, a participatory citizen, and a justice oriented citizen.;131
3.8.1.7.19.3;3. Students identify an agency that addresses the issue in the text and contact the agency to set up an interview.;131
3.8.1.7.19.4;4. After conducting the interview, each student will determine whether the agency encourages citizens to be personally responsible, participatory, or justice oriented.;131
3.8.1.7.19.5;5. Students present their findings and reflections on the project to their peers. They conclude their presentation by discussing an agency that takes a justice oriented stance, contrasting the actions of the justice oriented agency with the actions o...;131
3.8.1.7.20;Real Life Classroom Example;131
3.8.1.8;Conclusion;132
3.8.1.9;References;132
3.8.1.10;Children’s Books Cited;134
3.9;CHAPTER 7;136
3.9.1;Reading a Different Culture;136
3.9.1.1;Yukari Takimoto Amos and Janet A. Finke;136
3.9.1.2;Introduction;136
3.9.1.3;Teacher Preparation;137
3.9.1.4;Chapter Overview;138
3.9.1.5;Theoretical Framework: Ethnocentric Monoculturalism;139
3.9.1.6;Teacher Candidates’ Interpretations;141
3.9.1.6.1;Participants and Procedures;141
3.9.1.6.2;Findings;141
3.9.1.7;Classroom Practices;144
3.9.1.7.1;Teacher Candidate Focus Group Seminar;145
3.9.1.7.2;Intentionality;145
3.9.1.7.3;Comfort Zones and Teacher Responsibilities;147
3.9.1.7.4;Cultural Differences;150
3.9.1.8;Conclusions: Applications and Implications to Teacher Education;152
3.9.1.9;Appendix;153
3.9.1.9.1;The Summary of Faithful Elephants;153
3.9.1.9.2;The Summary of Gongitsune;153
3.9.1.10;References;154
3.9.1.10.1;Figure 8. 3. HIV cartogram.;164
3.10;CHAPTER 8;156
3.10.1;Data, Maps, and Critical Thinking;156
3.10.1.1;Peter William Moran;156
3.10.1.2;Introduction;157
3.10.1.2.1;Cartograms in the Classroom;158
3.10.1.2.2;Creating Cartograms;159
3.10.1.2.3;Analyzing Cartograms;159
3.10.1.2.4;HIV/AIDS Prevalence;160
3.10.1.2.5;Military Spending;165
3.10.1.2.6;Rice Production 1970 and 2010;166
3.10.1.3;Conclusions;168
3.10.1.4;References;169
3.10.1.4.1;Figure 8. 1. Rice cartograms (continued).;162
3.10.1.4.2;Figure 8. 2. Military spending cartograms.;163
3.10.1.4.3;Figure 8. 1. Rice cartograms.;161
3.11;CHAPTER 9;172
3.11.1;Early Lessons in an Introductory Technology Course;172
3.11.1.1;Debby Shulsky and Jana M. Willis;172
3.11.1.2;Introduction;172
3.11.1.3;The Imperative of Social Justice in a Globalized World;173
3.11.1.3.1;Exploring the Concept of Social Justice;173
3.11.1.4;The Technology Course;175
3.11.1.4.1;Assignment Generation One;177
3.11.1.4.2;Assignment Generation Two;180
3.11.1.5;Conclusions and Considerations;182
3.11.1.5.1;Assignment Generation One;183
3.11.1.5.2;Assignment Generation Two;183
3.11.1.5.3;Assignment Generation One and Assignment Generation Two;183
3.11.1.6;Implications for Practice;184
3.11.1.7;References;184
3.12;CHAPTER 10;188
3.12.1;Global Citizenship and the Convention on the Rights of the Child Through Transformational Education;188
3.12.1.1;Lois McFadyen Christensen, Amanda Pendergrass, and Melissa Whetstone;188
3.12.1.2;Introduction;188
3.12.1.3;What Does Respect and Full Development Look Like in Educative Settings?;190
3.12.1.3.1;Development and Respect in Educative Settings;192
3.12.1.3.2;Providing Safe Educative Environments in All Global Settings;193
3.12.1.3.3;Providing Opportunities to Transform Global Education;194
3.12.1.3.4;Strengths of Transformational Teaching;195
3.12.1.3.4.1;1. Students and Teachers and/or faculty work together for the good of the school, neighborhood, community, and world. Projects move beyond the transmission and transactional curricula with the intended purpose of making particular aspects better for ...;196
3.12.1.3.4.2;2. Students develop important dispositions such as problem solving, negotiating strategies, and a transformative attitude toward issues. Student involvement entails an incredible amount of critical thinking, caring and conflict resolution, while simu...;196
3.12.1.3.4.3;3. Multiple viewpoints are explored as well as potential issues and problems that could arise in implementing transformation. Students at every educative level consider if there is potential harm that may occur even when the good of their efforts are...;196
3.12.1.4;UN CRC Activities as a Starting Place for Transformative Education;196
3.12.1.4.1;Activities for Students to Engage in Learning About the CRC;197
3.12.1.4.1.1;(a) Have copies of The Rights of the Child from The Cyber School Bus Web site:;197
3.12.1.4.1.2;(b) This site can be implemented with teacher candidates or in teacher education courses.;197
3.12.1.4.1.3;(c) http://srsg.violenceagainstchildren.org/sites/default/files/ cropped_images/RaisingUnderstanding_OCPC.pdf http://www.cyberschoolbus.un.org/crc/motion.html;197
3.12.1.4.1.4;(d) Use easier verhttp://www.cyberschoolbus.un.org/crc/motion .htmlsions at these sites:;197
3.12.1.4.1.5;http://www.un.org/cyberschoolbus/humanrights/resources/ plainchild.asp;197
3.12.1.4.1.6;http://www.unicef.org/rightsite/files/ uncrcchilldfriendlylanguage.pdf;197
3.12.1.4.1.7;(e) The vocabulary list, located at http://www.un.org/cyberschoolbus/ humanrights/resources/plainchild.asp;197
3.12.1.4.1.8;(f) Have students read through some of the stories about global children. After each story, ask your students what they think are the rights of each child and what rights each child needs.;197
3.12.1.4.1.9;(g) Letters can be written to Senators or Representatives after some of the stories are heard and the rights are identified.;197
3.12.1.4.1.10;(h) See the ideas at this site: http://www.un.org/cyberschoolbus/ humanrights/resources/letter.asp;197
3.12.1.4.1.11;(i) Students can read quotes by noted officials and Presidents at this site: http://www.un.org/cyberschoolbus/humanrights/resources/ quotable.asp;197
3.12.1.4.1.12;(j) After a discussion of some of the difficult words and the definitions, students can be paired to write quotes about children’s rights. Post the quotes in the hallway of the school.;198
3.12.1.4.1.13;Further Ideas for Students;198
3.12.1.4.1.14;(a) Explore Free Rice at the following site: http://freerice.com/#/ english-vocabulary/1511. This is a great game that actually provides food to people globally.;198
3.12.1.4.1.15;(b) Have students examine the Millennium Goals at this site: http:// www.un.org/cyberschoolbus/mdgs/flash/index.asp;198
3.12.1.4.1.16;(c) School classrooms can set up global pen pals to interact via the Internet using this Web site: http://www.cyberschoolbus.un.org/ flagtag/frm_ft_intro.asp?score=0&screen_height=800;198
3.12.1.5;References;198
3.13;CHAPTER 11;200
3.13.1;Promoting Human Rights Education in Teacher Education;200
3.13.1.1;Juliet A. Schiller;200
3.13.1.2;Introduction;201
3.13.1.2.1;Conceptual Framework;202
3.13.1.2.2;Development of HRE;203
3.13.1.3;Types of HRE;205
3.13.1.3.1;Informing Teacher Education: HRE in an Urban High School;206
3.13.1.4;Teachers;209
3.13.1.4.1;Portrait of Ms. Fine;209
3.13.1.4.2;Portrait of Ms. Patel;210
3.13.1.5;Connecting HRE to Students Lived Experiences;211
3.13.1.5.1;Teaching English Reading and Writing Through HRE Themes;214
3.13.1.5.2;“People Need to Know About This!”;214
3.13.1.5.3;“HRE: It Could Maybe Help Them to Learn Their Story”;216
3.13.1.6;Summary;216
3.13.1.6.1;Context;218
3.13.1.6.1.1;1. Everyone is free and we should all be treated in the same way.;219
3.13.1.6.1.2;2. Everyone is equal despite differences in skin color, sex, religion, language for example.;219
3.13.1.6.1.3;3. Everyone has the right to life and to live in freedom and safety.;219
3.13.1.6.1.4;4. No one has the right to treat you as a slave nor should you make anyone your slave.;219
3.13.1.6.1.5;5. No one has the right to hurt you or to torture you.;219
3.13.1.6.1.6;6. Everyone has the right to be treated equally by the law.;219
3.13.1.6.1.7;7. The law is the same for everyone, it should be applied in the same way to all.;219
3.13.1.6.1.8;8. Everyone has the right to ask for legal help when their rights are not respected.;219
3.13.1.6.1.9;9. No one has the right to imprison you unjustly or expel you from your own country.;219
3.13.1.6.1.10;10. Everyone has the right to a fair and public trial.;219
3.13.1.6.1.11;11. Everyone should be considered innocent until guilt is proved.;219
3.13.1.6.1.12;12. Every one has the right to ask for help if someone tries to harm you, but no-one can enter your home, open your letters or bother you or your family without a good reason.;219
3.13.1.6.1.13;13. Everyone has the right to travel as they wish.;219
3.13.1.6.1.14;14. Everyone has the right to go to another country and ask for protection if they are being persecuted or are in danger of being persecuted.;219
3.13.1.6.1.15;15. Everyone has the right to belong to a country. No one has the right to prevent you from belonging to another country if you wish to.;219
3.13.1.6.1.16;16. Everyone has the right to marry and have a family.;219
3.13.1.6.1.17;17. Everyone has the right to own property and possessions.;219
3.13.1.6.1.18;18. Everyone has the right to practice and observe all aspects of their own religion and change their religion if they want to.;219
3.13.1.6.1.19;19. Everyone has the right to say what they think and to give and receive information.;219
3.13.1.6.1.20;20. Everyone has the right to take part in meetings and to join associations in a peaceful way.;219
3.13.1.6.1.21;21. Everyone has the right to help choose and take part in the government of their country.;220
3.13.1.6.1.22;22. Everyone has the right to social security and to opportunities to develop their skills.;220
3.13.1.6.1.23;23. Everyone has the right to work for a fair wage in a safe environment and to join a trade union.;220
3.13.1.6.1.24;24. Everyone has the right to rest and leisure.;220
3.13.1.6.1.25;25. Everyone has the right to an adequate standard of living and medical help if they are ill.;220
3.13.1.6.1.26;26. Everyone has the right to go to school.;220
3.13.1.6.1.27;27. Everyone has the right to share in their community’s cultural life.;220
3.13.1.6.1.28;28. Everyone must respect the “social order” that is necessary for all these rights to be available.;220
3.13.1.6.1.29;29. Everyone must respect the rights of others, the community and public property.;220
3.13.1.6.1.30;30. No one has the right to take away any of the rights in this declaration (www.hrea.org).;220
3.13.1.7;HRE and Common Core;221
3.13.1.8;Future of HRE;222
3.13.1.9;Conclusion;223
3.13.1.10;References;225
3.14;CHAPTER 12;230
3.14.1;Human Trafficking;230
3.14.1.1;Karla Eidson;230
3.14.1.2;Why Include Social Justice?;231
3.14.1.2.1;1. It reflects an understanding that teachers can work to challenge and alter an educational system that presently inadequately serves large numbers of children, particularly poor children, children of color, and children with special needs (Kozol, 1...;231
3.14.1.2.2;2. Social justice education aids development and deployment of an academically rigorous curriculum relevant to the increasingly racially and ethnically diverse student population. It also bolsters the learning and achievement of all students in the c...;231
3.14.1.2.3;3. Students are challenged to be active participants in our democratic society (Nieto, 2000; Oakes & Lipton, 2003).;232
3.14.1.3;Introducing Social Justice in the Methods Classroom;233
3.14.1.4;How the Issue of Human Trafficking Was Chosen;237
3.14.1.5;What the Students Did About It;240
3.14.1.6;Challenges throughout the Semester;242
3.14.1.7;Creating a Paradigm Shift;243
3.14.1.8;Instilling Hope;244
3.14.1.9;NOTE;244
3.14.1.10;References;245
3.14.2;Table 12.1.;234
3.14.2.1;2. Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.;234
3.14.2.2;3. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments.;234
3.14.2.3;4. Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity.;234
3.14.3;Table 12.1. (Continued);235
3.14.3.1;5. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.;235
3.14.3.2;6. Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.;235
3.14.3.3;7. Production, Distribution, and Consumption: Social Studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.;235
3.14.3.4;8. Science, Technology, and Society: Social Studies programs should include experiences that provide for the study of relationships among science, technology, and society.;235
3.14.3.5;9. Global Connections: Social Studies programs should include experiences that provide for the study of global connections and interdependence.;235
3.14.3.6;10. Civic Ideals and Practices: Social Studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.;235
3.15;CHAPTER 13;248
3.15.1;Class Activities for Understanding Self and Others in Local, National, and Global Contexts;248
3.15.1.1;Charise Pimentel and Kathleen Fite;248
3.15.1.2;Introduction;249
3.15.1.3;Background;250
3.15.1.4;The Danger of a Single Story;251
3.15.1.5;That’s Not Me: “We’re a Culture Not a Costume”;252
3.15.1.6;Hurricane Katrina: Looting vERSUS Finding;253
3.15.1.7;Reevaluating What we See From the Media;254
3.15.1.8;Rewriting History-Hegemony;255
3.15.1.9;The Job;256
3.15.1.10;Preservice Teachers’ Perceptions of Others;258
3.15.1.11;My Life in a Bag;259
3.15.1.12;Lifeline Activity Notebook;260
3.15.1.13;The Scars of Bullying and Unkindness;262
3.15.1.14;¿Qué Dijiste? No Te Intiendo Professora;262
3.15.1.15;I DON’T HAVE A CULTURE!;264
3.15.1.16;International Barbie;264
3.15.1.17;Cartooning and Storyboarding as a way of Understanding Behavior;265
3.15.1.18;Conclusion;266
3.15.1.19;References;267
3.16;CHAPTER 14;268
3.16.1;Internationalizing Curricula in Teacher Education;268
3.16.1.1;Amy Roberts;268
3.16.1.2;Introduction;269
3.16.1.3;What is Global Citizenship and why is it Important?;270
3.16.1.4;Application of the TPCK Framework to Foster Global Citizenship;271
3.16.1.5;Specific Applications: Instructional Strategies;273
3.16.1.5.1;1. Engage: Introduce case study topic.;273
3.16.1.5.2;2. Explore: Students are directly involved with case study dilemmas. They collaborate to develop a foundation of common experience. Using the Internet students investigate self-selected issues as related to the case study.;273
3.16.1.5.3;3. Explain: Students generate questions and answers pertaining to case study dilemmas.;273
3.16.1.5.4;4. Elaborate: Students expand on new ideas, make connections to related concepts, and apply new understandings to the immediate environment.;274
3.16.1.5.5;5. Evaluate: Diagnostic process to determine if students acquire understanding of new concepts and knowledge.;274
3.16.1.6;Specific Applications: BAFA BAFA Experiential Learning;275
3.16.1.7;Specific Applications: Study of World Dilemmas;276
3.16.1.8;Specific Applications: Service Learning in Local and Global Contexts;278
3.16.1.9;Conclusion;281
3.16.1.10;References;282
3.16.1.10.1;Figure 14. 1. Technological pedagogical content knowledge (TPCK).;272
3.17;CHAPTER 15;286
3.17.1;Cultural Immersion Program Prepares Educators for Globalization and Social Justice Teaching;286
3.17.1.1;John Kambutu;286
3.17.1.2;Background;287
3.17.1.3;Globalization;287
3.17.1.4;GLOBALIZATION AND POPULAR PERSPECTIVES;288
3.17.1.5;EDUCATION FOR GLOBAL AND SOCIAL JUSTICE COMPETENCY;291
3.17.1.6;COLLABORATIVE TEACHING;292
3.17.1.7;Cultural Immersion;294
3.17.1.8;Short-Term Cultural Immersion;296
3.17.1.9;LONG-TERM CULTURAL IMMERSION;297
3.17.1.10;KENYA SUMMER CULTURAL PROGRAMS;298
3.17.1.11;Conclusion;302
3.17.1.12;References;303
3.18;CHAPTER 16;306
3.18.1;Cultural Immersion Exposes the Positive and Negative Nature of Globalization;306
3.18.1.1;Kathleen Nganga;306
3.18.1.2;Introduction;306
3.18.1.3;SERVICE-LEARNING AND GLOBAL AWARENESS;307
3.18.1.4;Drinking water;310
3.18.1.5;Globalization;312
3.18.1.6;Teaching for Globalization;314
3.18.1.7;Conclusion;316
3.18.1.8;References;318
3.18.2;About the Contributors;320
4;CONTENTS;8
4.1;1. Theoretical Foundations of Global and Social Justice Education: An Introduction;8
4.2;2. Teaching Globalization—What Are the Challenges for Teachers, Teacher Educators, and Curriculum Makers;8
4.3;3. Critical Teacher Education for Global Competence in Brazil;8
4.4;4. Contesting Institutional Epistemologies of Diversity: The Shift to Global/Local Framework in Teacher Education;8
4.5;5. Global and Social Justice in Teacher Education: Using Children’s Literature, Threaded Discussions and Other Instructional Strategies;8
4.6;6. Teaching Toward Social Justice Using Text Sets as Mirrors and Windows for Local, National, and Global Issues;8
4.7;7. Reading a Different Culture: The Use of International Children’s Literature in Teacher Education;9
4.8;8. Data, Maps, and Critical Thinking: Exploring Global Issues Through Student-Created Cartograms;9
4.9;9. Early Lessons in an Introductory Technology Course: The Evolution of Teacher Candidates’ Conceptualization of Social Justice;9
4.10;10. Global Citizenship and The Convention on the Rights of the Child Through Transformational Education;9
4.11;11. Promoting Human Rights Education in Teacher Education: A Pedagogy for Social Justice;9
4.12;12. Human Trafficking: Focusing the Preservice Classroom on Social Justice;9
4.13;13. Class Activities for Understanding Self and Others in Local, National, and Global Contexts;9
4.14;14. Internationalizing Curricula in Teacher Education: Melding Old and New Ideas to Global Citizenship;9
4.15;15. Cultural Immersion Program Prepares Educators for Globalization Social Justice Teaching;9
4.16;16. Cultural Immersion Exposes the Positive and Negative Nature of Globalization;9
4.17;Teaching and Learning Social Studies;3
4.18;Social Justice Education, Globalization, and Teacher Education;4
4.18.1;Edited by;4
4.18.2;Lydiah Nganga and John Kambutu University of Wyoming at Casper;4
4.18.2.1;Information Age Publishing, Inc.;4
4.18.2.2;Charlotte, North Carolina • www.infoagepub.com;4
5;Back Cover;328