A view of pluralism?: Children draw the world.

1. A view of pluralism?: Children draw the world. J. H. Parker IV ECI 524 Summer II, 2012

2. These shoes are made for traveling the world! The world is open for cyber traveling. The child will visit places around the world through multiple mediums.

3. Oh, that’s where that comes from! This child understands that products in their everyday life, comes from all over the world. He/she knows that trade is global now more than ever.

4. The world is my rubric’s cube. This child knows that the world is made up many cultures, languages, and ethnicities. But, there is a common bond, much like the one solution for the rubric’s cube, the human spirit.

5. Global Give & Take This child knows that the world is at his/her fingertips through searching the world wide web. There are also online learning possibilities through online course such as NCPHS.

6. Global Learning High Five This child sees the world as relationships among the many different types of people in the world. He/she represents this concept through the international symbol for welcome, a handshake.

7. Give Peace a Chance! This child’s worldview is that through peace the world will find progress. Each building is a symbol for countries living side by side in harmony like good neighbors.

8. What an international girl wants! This child’s worldview expresses global sisterhood in that multiple ethnicities are represented through the female perspective. There are also 21st century web tools present that are common for young women to communicate with friends, family, and the world.

9. It’s a bird, it’s a balloon, no it’s Global Awareness. The global perspective of this child’s worldview is that there are limitless possibilities in the world. We are connected through our common bonds of living and preserving the same planet.

10. The Heartbeat of the Planet. Global awareness is represented by this child’s worldview. People around the world are connected by love, appreciation, and kindness for one another.

11. I see global learning in my future. This child’s worldview of global competence in viewing past cultures through what they left behind. Through learning about the history and culture of the past people we can influence the future.

12. Child’s Perspective of Social Studies This child’s map presents a unique representation of global learning. Through the placement of the countries on faces of individual cubes, you get the feeling that the child understands the geographical context of how each puzzle piece fits. It reminds me of Continental Drift and the supercontinent Pangaea, to add an interdisciplinary aspect to the examination. The child obviously understands the interconnection of each place on the cube, as well in reality with different cultures, ethnicities, and languages, I like the juxtaposition of the cube in relation to the galaxy, it reminds me of Appiah’s description of the “cosmos” in ”cosmopolitan.”

13. Synthesis of Children’s Global Perspectives Maps Hanvey (2004) defines elements of a global perspective through five dimensions. These dimensions include perspective consciousness, “state of the planet” awareness, cross-cultural awareness, knowledge of global dynamics, and awareness of human choices. He poignantly states “education for a global perspective is that learning which enhances the individual's ability to understand his or her condition in the community and the world and improves the ability to make effective judgments.” I believe this quote and the context taken from Hanvey’s article synthesizes the ten children’s maps that I have detailed in the previous slides. These maps came from children on four different continents with ages ranging from 8-14 years old. I think their level of intuitiveness is far beyond most adults pertaining to the perspectives explained by Hanvey. Hanvey, R. (1976 / 2004). Attainable Global Perspectives. New York: The American Forum for Global Education

14. Personal Instructional Idea My passion is improving education for rural students. My original challenge was to bring global learning and perspectives to these teachers and students. Through my research I have discovered global competence matrices. The global competence matrices are comprised of four elements: investigate the world, recognize perspectives, communicate ideas, and take action. These matrices are further divided into content-area matrices: arts, English/language arts, math, science, social studies, and world languages. Each matrix provides a framework that allows teachers to design lessons and develop assessments for student work. The matrices allow students to identify specific strategies to develop and apply each subject’s big ideas. These frameworks lend themselves to the prefect interdisciplinary opportunity to provide more relevance to students and teachers. These interdisciplinary opportunities also provide teachers the ability to collaborate with their colleagues to plan instruction to bridge the classroom, hallway, and school building. Since my challenge was an interdisciplinary one, I feel that using these matrices will improve education for rural students across all spectrums.