Final+Reflection

Now that you have gone through our entire presentation and the application process for your PASSPORT to Globalization and Curriculum, please answer the following question by using the EDIT button on this page and writing your comments directly on this page:

What is your understanding of globalization //now// in relation to curriculum?
After working through this wiki I have learned that globalization has occurred to varying degrees for centuries, however the world has become a much smaller place in recent years thanks to the ease of travel and advances in technology. The individual literally has the world at his/her fingertips and curriculum must reflect this phenomenon. Curriculum developers and teachers need to ensure global issues are not only addressed through curriculum, but also work to empower students to take action locally to address these global issues. My initial thoughts around globalization ignored the taking action piece and I have learned it is a key aspect to global and 21st Century learning and thinking that needs to be addressed through curriculum. Students need to become educated and empowered to make their own decisions and to make a difference in a way that makes sense to them (i.e. Think globally, act locally). Global education is a vital aspect to 21st Century curriculum as it teaches compassion and respect while developing critical thinking skills and empowering youngsters. –Stacey Miller

Working through this wiki really made me reflect on how in my work I can incorporate global awareness and education in the work that I do with students and teachers. It really fits with inquiry and I can see how this will increase student engagement in the learning. They become participants in a world outside the classroom in a meaningful way. And this global citizen can continue the work they do when they are finished school because they are empowered and believe they can make a difference. - Kelly

This wiki certainly brought global education into a new light for me. I wasn't aware of the two very distinct "sides" to the issue - competitiveness vs interdependence and this will make a difference in the way I present globalization. As Kelly has mentioned, it fits with inquiry-based learning and I think there is some tidbit of globalization that can fit with any curricular topic. I don't think our students realize the effects globalization has in their daily lives and it will be interesting and exciting to see how they react when they are presented with a few of its influences - from the food they drink, to their technological gadgets, to the clothes they wear. The world is a smaller place, I just don't think we realize how quickly it is becoming even smaller. This month's edition of [|WorldBeat] has a section dedicated to globalization, including links to lesson plans, and would swing the pendulum to the interdependence side. - Carol

Working through this wiki my understanding of the different definitions and points of view surrounding globalization have increased. It's made me think about the hidden agenda certain corporations and governments might have in dealing with the 'flattening of our world'. I see our teachers as quite passionate in the area of promoting global understanding and developing nations. I agree with others that inquiry seems to be key to developing a 'global curriculum'. Now wouldn't that be interesting. Instead of collapsing Provincial ministries into one Federal education ministry, what if there was one 'World ministry for education? It would likely mean an economic collapse, but if we all viewed education as "comprehensiveness of the human condition" (Smith, 2003, p. 383) we would be on our way to global understanding, peace, hope. - Brenda

My awareness surrounding the history of globalization and its perpetuation of Euro-American colonialism has increased. Prior to working through this wiki and the readings I saw globalization as the study of other cultures, countries, customs and problems around the globe. Our teachers do an excellent job of infusing global awareness in all aspects of the curriculum. They even include ‘taking action’ components in many of their classes so students are writing to newspapers, fundraising, educating their peers and community as well as traveling to other countries for volunteer work. I now realize we must also look closely at political agendas behind ‘global education’. Is the real outcome to produce individuals who have the skills to move from one job to the next, as companies need to continually restructure to remain globally competitive (Smith)? Documents such as the Common Curriculum in Ontario focused on recognizing “the great importance of both global economic competitiveness and education for global interdependence. Missing from the final version was reference to a student commitment to peace, social justice, and protection of the environment” (O’Sullivan). If provinces or even the Federal Government include global education in curricula we must examine their motives very closely. Will we be preparing our students to be competitive in the global economic market or help them ensure global peace and sustainability of the planet? History shows us that global education has focused on the former but people such as the Kielburgers demonstrate our youth are engaged and have the power to make the change they wish to see. - Nicola

Globalization is not a new phenomenon and it has been a reality in its current state for about 30 years, since the 1980s when trade borders were opened up. Learning the extent to which politics and economics influences globalization was a real eye opener for me. The idea that globalization started with countries, then companies, and now individuals was interesting one. The Kielburgers were a good example of the empowerment of individuals. One phrase that stuck with me was the “me to we” statement. What does that “we” look like? How do we achieve education for economic competitiveness as well as global interdependence? We all have a role to play in global education and looking for ways to infuse it into the curriculum is critical. -Margaret

One of the things this wiki and these conversations have re-inspired me to think of and question how I as the teacher-librarian can support my enrolling classroom teachers teaching globalization issues in their classrooms. What are the online resources I can make available on the school website or include in a path finder? ie [|The Child Labour Guide] What print resources should be purchased and made available? [|ie. Migration in the 21st Century: How Will Globalization and Climate Change Affect Human Migration and Settlement?]How can I support my students in discovering reliable, meaning sources of information? How deeply should the students understand the political and economic influences of globalizations? - Tammy

Thank you for providing such a thought-provoking collection of resources on this topic. Given how interependent the world has become, it is obvious that we need to focus on making our students more aware of how other countries' failure and success have an impact on Canada. We only need to look at the current monetary crisis in Greece to see possibilities for discussion and learning in various classes : social studies -- history of the debt crisis, political structure of the govenment compared to Canada; mathematics and/or business studies -- looking at financial rating of various countries, charting effect on stock market, etc. More examples are found at [|It’s All Greek to Me: Understanding the Debt Crisis in Europe]. This discussion has reminded me that we need to look at bias in resources to ensure that our students are exposed to more than simply a western -- or American -- view of international issues.