Globalizations and Global Citizenship Education: Curriculum and Instruction Themes
While the first course provided the theoretical and methodological foundations to understand the impact of globalization processes on education and learning, defining the limits and possibilities of Global Citizenship Education, the third course, drawing from global and local sources provides example of good practices which can be incorporated into the curriculum. In addition, this course will provide access to diverse data bases of implementation of global citizenship education (particularly at middle and high schools levels) and suggestions for curriculum implementation locally and globally.
The Global Education First Initiative (GEFI) currently being supported by UNESCO has encouraged national government agencies, transnational and non-governmental organizations, teachers, researchers, educators and K-12 practitioners to pursue policies, programs, pedagogies and K-12 practices for global citizenship education (GCE). However, many questions remain regarding the nature and possibility of education that can foster global citizenship. This course seeks to address such questions as particularly what are the best practices of policies, curricula and instruction of GCE.
The course will be offered in a lecture format with discussion sessions in smaller groups lead by teaching assistants.
A letter grade will be awarded on the following basis:
Readings/participation in TA sessions: 40%
Project 1 paper: 30%
Project 2 paper: 30%
A reader will be made available which includes some of the readings to be assigned. A textbook will be identified and proposed at the beginning of the course. Readings are derived from various sources. The instructor may disseminate additional readings and materials throughout the course as needed to cover the topics.
Participation in class
Students are expected to complete readings before lectures and be prepared to engage in discussion on issues related to the assigned readings and the topic more generally during TA sessions. Active participation in teaching assistant sessions is essential and attendance of a minimum of 80 percent of TA sessions is required.
The preparation of a substantive review (approx. 6-8 pages, 1.5 spacing) of significant segments of the mandatory textbook is expected. Books, articles or reports should be related to a topic that is to be covered in the course. Write ups should be submitted directly to TAs as per their instruction.
The preparation of a research paper of how to teach global citizenship education in a particular level of the educational system K-12 and in higher education. This paper will have 15 pages maximum, 1.5 spacing, 12 point font. Themes should be discussed with teaching assistants who will be certified teachers in California. Deadline for the project 2 paper is the Friday of exam week. Written abstracts for this research paper should be submitted to teaching assistants prior to Session 5. Students are expected to present and discuss their abstracts during the TA sessions.
Policy on late assignments
Project 1 assignments may be submitted up to and including the end of exam week but with penalty if submitted beyond the specified date.
Session plan (sample)
Session 1 – Global Citizenship Education, Globalization and the Politics of Equity and Inclusion. Introduction and overview. Curriculum and Instruction in Global Citizenship Education: Overview and Sources Global Experiences of teaching global citizenship education. European experiences
Session 2 – Global Citizenship Education, Globalization and the Politics of Equity and Inclusion. Global Experiences of teaching global citizenship education. Asian experiences.
Session 3 – Global Citizenship Education, Globalization and the Politics of Equity and Inclusion. Global Experiences of teaching global citizenship education. North American Experiences and the UNESCO Associated Schools
Session 4 – Global Citizenship Education, Globalization and the Politics of Equity and Inclusion. Global Experiences of teaching global citizenship education. Latin American Experiences and the UNESCO Associated Schools
Session 5 – Global Citizenship Education, Globalization and the Politics of Equity and Inclusion. Global Experiences of teaching global citizenship education. African Experiences
Session 6: Curriculum and Instruction. How to build instructional material for GCE and teaching controversial subjects in the classroom.
Session 7: Curriculum and Instruction: Theater of the Oppressed as teaching and learning strategy.
Session 8: Curriculum and Instruction: Mock up curriculum for elementary schooling.
Session 9: Curriculum and instruction: Mock up curriculum for Middle and High School.
For the bibliography of the course, see References.