This document describes two strategies for developing global educators: 1) long-term school/university collaboration and 2) using cultural consultants. For the first strategy, a PDS Network creates collaboration between a university and schools to improve teacher training, provide professional development, and conduct research in social studies and global education. For the second strategy, educators from other countries are brought in as cultural consultants to share their perspectives and counter stereotypes. They provide insights to enhance intercultural understanding and global content within teacher education courses.

1. Teacher Education @ Global Perspectives: Two Strategies to Develop Global Educators Merry Merryfield The Ohio State University

2. How can we prepare teachers to help their students understand our amazingly interconnected and complex world?

3. #1 Building long-term school / university collaboration The goals of the Ohio State PDS Network in Social Studies and Global Education are to: improve the education of preservice teachers in 7-12 social studies; provide professional development for practicing teachers; strengthen the knowledge base in social studies and global education through collaborative inquiry and action research.

4. Some Key Factors 1.Local global educators (field professors) take on major roles in team-teaching 2 methods courses, mentoring interns over 9 months & planning major assessments. 2.Interns teach 1 day a week during methods & must infuse elements of global ed in their instruction. 3.Interns prepare and teach instructional units that include global ed pedagogy. 4.There is no gap between what is taught in ed courses and what is valued in the schools. 5. Field profs & OSU profs do research, write, get grants & present together.

5. Methods seminar in Oct 2009 at Phoenix Middle School

6. Focus on internal culture to provide real-life skills & knowledge

7. GlobalapproachNon-global Teach about injustice and howpeople have worked against oppression. Ex. Students create a timeline of events in which Africans worked for freedom against European domination. Have students develop critical reading skills to recognize bias and underlying assumptions. Ex. Students analyze colonial documents and travel writing for their assumptions about race, power, and rights. Often ignore oppression and injustice in other countries Ex. Tells the story of European colonization of East Africa as “a glorious era of Europeans bringing light to the Dark Continent”. Often gloss over American injustice and oppression or imply it was all in the past. Ex. Teaches about the slave trade without attention to the suffering and oppression of Africans.

8. On wall: Oxfam’s characteristics of students as citizens of the world: Is aware of the wider world and has a sense of their own role as a world citizen. Respects and values diversity. Understands how the world works economically, politically, socially, culturally, technologically and environmentally. Challenges injustice. Participates in and contributes to the community from the local to the global. Is willing to act to make the world a more equitable and sustainable place. Takes responsibility for their actions. Oxfam, Curriculum for Global Citizenship (1997)

9. Field professors (teachers) learn from each other, and we all have fun working together–- for 19 years as of this month!

10. #2 Cultural Consultants… since 1991 are educators from other countries trained in intercultural education and paid to share their knowledge, experiences and perspectives with students in our courses.

11. Bennett’s Intercultural Stages 1. Denial of differences 2. Defense, as evidenced by denigration or feelings of superiority 3. Minimization from either physical or transcendent universalism. 4. Acceptance of behavioral and value differences 5. Adaptation of skills for interacting and communicating are enhanced 6. Integration --- Milton Bennett, 1993, p. 59.

12. Key Factors CCs speak only for themselves, not their gender or country or religion. CCs counter American assumptions, stereotypes, & misinformation directly with knowledge , shared experiences and scholarship. CCs provide insights into choices of content & instructional decision-making ; suggest materials and resources. CCs are personable and work at developing on-going collaboration, links to their countries or regions.

13. Perspective Consciousness The recognition that our view of the world is not universally shared, that this view of the world has been and continues to be shaped by influences that often escape conscious detection, and that others have views of the world that are profoundly different from one's own. --Robert Hanvey

14. Bring in representative images and primary sources to address exotica and stereotypes. Misato Anne

15. Suggest literature & films from their countries http://www.africaaccessreview.org/ http://www.africaaccessreview.org/

16. Thank you http://people.ehe.ohio-state.edu/mmerryfield/merryfield.1@osu.edu