Journal of Research in Innovative Teaching - National University

Cross-Cultural Awareness
One of the goals of global education is cross-cultural awareness and sensitivity. As Roux (2001)
says, students should be aware of specificities and similarities in other cultures, traditions,
religions, and beliefs different from their own. Students who understands that a different culture
is not necessarily bad, inferior, or superior become more tolerant of others. They learn to view
issues from a multidimensional perspective while harnessing those issues that cut a cross-cultural
barriers. Psychologists believe that strong cultural misunderstanding and complexes inevitably
lead to high levels of cultural intolerance, hatred, tribalism, racism, conflicts, violence, and
eventually war and different forms of killing. Multicultural education recognizing cultural
diversity and these differences common in our classrooms today is a good starting point for such
education (Banks, 2008). This is particularly true in many African countries with a plethora of
tribes often leading to tribal tensions, wars, and genocides.
Cross-cultural awareness, therefore, helps correct misunderstandings of different
cultures, fosters cross-cultural cooperation, and forms global citizens who can face everyday
challenges of the current society characterized by a culturally diverse, multilingual, and globally
interconnected world (Gay, 2000; Merryfield & Wilson, 2005). It teaches young people to avoid
stereotyping others and simplifying their cultures. It also helps youths dissipate exotic views of
themselves and their own cultures and to simply see themselves as part of humanity. The
emphasis is on appreciating beauty in diversity in the human race by viewing the world with a
cultural lens.
Global Issues
Another emphasis of a global education is the awareness and understanding of burning issues
and events that may affect or have the potential of affecting our own lives and the lives of people
around the globe. It is being aware of the state of the planet with regard to environmental
protection and sustainable development, globalization and world economies, human rights and
social justice, gender and discrimination, conflict resolution and peace building, population and
food security, democracy and good governance, health, sanitation and HIV/AIDS, rural
development and poverty reduction, war and natural disasters, uses and misuses of ICTs,
volunteering and community service ,and a host of others. Students must therefore not only focus
on knowledge acquisition but also be conscious of the state of the world (Mansilla & Gardner,
2007). An understanding of the nature, causes, or effects of any of the above at both the
individual level and that of the planet at large leads to a greater commitment to safeguarding the
world and its people and making the world a better place to live in. Osler (2005) postulates that
such concern will provoke the building of a culture of peace and respect of the rights and welfare
of all.
Knowledge of global issues is not only theoretical understanding of the above issues but
also drawing inspiration from practical life events related to them. For example, the election of
President Barack Obama provides a unique opportunity for students to draw lessons on racism
and human rights, cross-cultural awareness, honesty and hard work, elections and democracy,
good governance and peace and a host of others. Similarly future global citizens must be inspired
from other world events and learn to protect the environment, fight for peace and justice, seek
gender equality, use technology for the benefit of man, and strive to reduce poverty, war and
diseases.
The understanding of global issues thus seeks to bring students to the realization that
anything happening around the world has the potential of affecting them directly or indirectly.
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