2007 - College of Education - Florida International University

ecause of the physiological metamorphosis they are undergoing, are primarily concerned with
themselves. Accordingly, they fail to differentiate between what others are thinking and their
own mental preoccupations. An antidote to egocentrism can be service learning. It is a powerful
strategy for teaching and learning global education, which allows young people to deepen and
demonstrate their learning and at the same time develop a strong sense of civic responsibility
(Glenn, 2002).
Challenges Facing the Community
As stated before Dewey (1916) considers the community an integral part for creating a
better learning environment in school, one that will perpetuate its culture. The school is a
reflection of its community. Very frequently the community lives in isolation from its schools for
many reasons, such as the lack of communication between schools and communities and the
quality of communication. This challenge is reciprocal since both school and community need to
find a common “meeting ground.” Service and community learning should be well received
within a community and treated as an extension of the schools. The cliché “think locally, act
globally” is doable but remains a challenge mainly from the lack of interest from the community
itself or cooperation from those in power who can make it happen. Engaging the community in
athletics within themselves and the “outside” world, celebrating their culture with the cultures of
the world, and opening their homes to exchange students from abroad and participating in global
outreach programs are some ideas to make the global and local coincide.
Choices for Teachers
Choice is both desirable and empowering (Iyengar & Lepper, 1999). Teachers can make
good choices only if they are knowledgeable about the local community and the world. An
essential ingredient in making choices is “care” (Gaudelli, 2003). If teachers cared enough about
the children upon whose minds they make an indelible mark, then maybe they would make the
right choices. Teachers must choose books from other languages and cultures with guided
discussions to help children develop an understanding of other people and their customs.
Reading material can have a transformative effect and can become an important element of a
global curriculum. Teachers can also be innovative in the development of extracurricular
activities for extra credit or merely as relief from the drudgery of studying. Economics and
mathematics lend themselves to a similar treatment - economics is a dynamic field, closely
related to globalization and the functioning of global markets.
Choices for Students
Intrinsic motivation has provided the clearest demonstration of the link between the
provision of choice and motivation (Iyengar & Lepper, 1999). The obvious lack of choices in the
curriculum mandated by the state is detrimental to the global education of the student. Social
studies is the most appropriate subject for launching global education, but because of
accountability, it has been side-stepped. If choices are offered, students have opportunities to
study content that can empower them to consider diverse and conflicting points of view. It can
encourage them to think critically about their own identity and social construction. Teachers who
provide experiential inquiry and collaborative learning (Pike & Selby, 1988) through choices
help students learn from their own and other people’s experiences and feelings.
Choices for the Community
There is increasing recognition within developmental, educational, and sociological
theories that both schools and home are important institutions that socialize and educate children.
Most current theories stress the need for connections between families and schools (Epstein,
1990). Polls of public opinion (Gallup, 1986), for example, have shown that parents want more
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