2007 - College of Education - Florida International University

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12. Fincher RM, Sykes- Brown W, Allen-Noble R. Health Science Learning Academy: A Successful “Pipeline” Educational Program for High School Students. Acad Med. 2002; 77(7): 737-738.
Global Literacy: Challenges, Choices and Convictions Renita Ferreira and Mohammed K. Farouk Florida International University, USA Abstract: Teaching with a global focus in schools today is compelling. Teachers need to be educated in engaging students to become globally literate. The curriculum has failed to meet this dire need. Hence, teachers assume the role of global educators through the meaningful interpretation of the curriculum to connect with students. Recently, there has been plenty of evidence that global controversies are growing in magnitude and will neither go away nor resolve themselves. They require action. For this paper global education will be used as the process and global literacy as the end product. Various definitions of global education (Calder & Smith, 1996; Kirkwood, 2001,) are attempts at capturing this field, which is characterized by definitional ambiguities (Kirkwood, 2001). Those responsible for preparing students to become responsible global citizens should be trained and willing to deal with difficult global issues. Literacy has had an evolving definition. Being able to read and write is an archaic definition in today’s information age and globalized world. Literacy today stands for know-how and awareness of the first word appended to it (Dubin & Kuhlman, 1992). Our understanding of literacy is changing (Leu & Kinzer, 2000). Education for global literacy and global citizenship (Nussbaum, 1997) must replace the very obsolete connotation of literacy. Hence, today global literacy stands for understanding that the world is interconnected and becoming increasingly multicultural; and in the chaos of economic development, the earth is heading towards selfdestruction (Hanvey, 1982). Students should leave school reasonably globally literate, able to (a) speak one or more languages in addition to English to develop better communication skills; (b) train for high skilled jobs in the United States or abroad; (c) find ways to travel and develop a curiosity and appreciation of other cultures; (d) learn to protect nature through ecological education; (e) develop an awareness of the world and human rights, and dissipate apathy; and (f) apply creative, critical thinking, and problem-solving skills to relevant class work and global issues (International Education Summit, 2005). Objectives The objective of this paper is not only to steer away from rhetoric and linguistic jargon, but also to make suggestions for facilitating the process of educating for global literacy, both for teachers and students. The purpose is to address the challenges that teachers will encounter in the process, and the choices they will be forced to make as global educators. These can only be made if they have the conviction that it is truly their responsibility. The intent is to explore ways of addressing these issues, focusing on strategies for moving educational systems towards a more inclusive direction, and procuring the involvement of both students and community. “Teachers must develop reflective cultural, national and global identifications themselves if they are to help students become thoughtful, caring, and reflective citizens in a multicultural world society” (Banks, 2001, p. 5). Tucker (1991) views teachers and not textbooks as more important in delivering the global education culture. Teachers’ choice of pedagogy, content, approach and convictions will change the dimension of teaching and characterize it with a global Ferreira, R., & Farouk, M. K. (2007). Global literacy: Challenges, choices and convictions. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings of the Sixth Annual College of Education Research Conference: Urban and International Education Section (pp. 12-17). Miami: Florida International University. http://coeweb.fiu.edu/research_conference/
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Hallowell, 2002). Even in luxury ho
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2007 - College of Education - Florida International University

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