This is the culmination of an entire years worth of research into education and globalization. It is at once the longest thing that I have ever written but also in my opinion the best. After having been disillusioned by education after having explored the political and global forces that manifest in it, this paper has renewed my passions and hopes in believing that change is possible, and that change can start from individuals as they attempt to affect the global forces at large.
Because this is a culmination of a years worth of research, there is much that has already been discussed in other blog posts made by me and the other writers on this blog. Some sections such as the exploration of globalization and the understanding of Constructivism are excerpted and edited parts of two papers that i wrote in the past few weeks that are posted on this blog as well.
Because this is in essence 3 papers that coalesce into a larger idea, It would make sense that the can also be read separately from each other. But they work best together and they reference one another.
So, please, if you ever find you have an hour to spare [?] (How fast do you read?) give it a look over.
At least, look at the introduction!!
This paper is a plea for a paradigm shift in our educational institutions to address the immediate consequences of life in the 21st century, primarily being the increased interaction with other people and other cultures in ways that have permeated to our everyday immediate experience. It takes as its base the understanding that teachers are central to beginning to address these challenges and that to bring about massive change, we need to rethink our pedagogical practice to create means for students to learn to perceive others and their otherness in ways that allow for students to acknowledge and embrace difference while still remaining together.
Part I is an attempt to situate the teacher not as an isolated and sterile part of an educational system but rather, I attempt to show that teachers are people before they are teachers and are not free of their own personal biases, histories and experiences. Thus, teachers are in a position in which they can influence the larger forces dictating daily, lived experience.
Part II is an exploration of globalization particularly the dynamics that deal with the increasingly frequent contact that societies have with others. It explores the competing dynamics of globalization as a homogeneous force and globalization as a heterogeneous force, and concludes with an understanding that Cosmopolitanism is a challenge that can and should be addressed in our classrooms.
Part III begins to explore the roles that teachers play in addressing Cosmopolitanism in the classroom. I argue that to teach Cosmopolitanism in the classroom is not a matter of curriculum content but rather of teacher practice. At first, I outline the ways in which traditional classroom dynamics are in contradiction with Cosmopolitanism and then I begin to outline the base framework for what could become a Cosmopolitan Pedagogical Practice.Read More