Synthesis
My compelling question is: How can educators in secondary grades break down the ethnocentrism of United States students and alter curriculum to create more globally centered classrooms? The two resources that best answer this question are the Higgins article and the Wright & Stegura (2006) report. These give practical guidelines for how teachers approach global cultures and how schools can integrate globalism into all aspects of education, respectively.
After reading the resources, I think the best way to answer the compelling question is that integrating foreign language study early (in all grades) and encouraging cultural immersion is the best way for teachers and schools to create globally minded students. In the classroom, teachers must present alternative perspectives so students learn about other cultures.
Ideally, globally educated students would be able to look at another culture and not think about its similarities or differences to that in America, but rather for them to see from the other culture’s perspective. Since the North Carolina Teaching Standards require global learning, teachers cannot run away from this intimidating topic. They must learn to embrace it and to teach it well.
One important aspect to consider when teaching world cultures is to emphasize similarities as well as differences. It is easy to point out differences between cultures, but it is more difficult to point out similarities so the students can better understand why aspects of cultures are different. Another important aspect is to not stereotype and allow single traditions to be the students’ only impression of a culture. In addition to teaching about special cultural festivals and practices, teachers should teach students about ordinary life in these cultures so students can make comparisons to their own lives.
Teachers should also show students that cultures are diverse within themselves. Just like people in the United States are different, there is much diversity within world regions or cultures. An example of this is the typical representation of the African village, but with increased urbanization, there are really many large cities throughout Africa that better resemble United States cities than the stereotypical African village.
Teachers should also teach about cultures across the curriculum, not just in social studies. All teachers should “promote cultural awareness.” It is also important for teachers to not just teach United States diversity during certain months like Black history month. Diversity should be included throughout the whole year’s curriculum. Finally, teachers should show respect for other cultures so students learn to respect them too (Higgins).
After reading the resources, I think the best way to answer the compelling question is that integrating foreign language study early (in all grades) and encouraging cultural immersion is the best way for teachers and schools to create globally minded students. In the classroom, teachers must present alternative perspectives so students learn about other cultures.
Ideally, globally educated students would be able to look at another culture and not think about its similarities or differences to that in America, but rather for them to see from the other culture’s perspective. Since the North Carolina Teaching Standards require global learning, teachers cannot run away from this intimidating topic. They must learn to embrace it and to teach it well.
One important aspect to consider when teaching world cultures is to emphasize similarities as well as differences. It is easy to point out differences between cultures, but it is more difficult to point out similarities so the students can better understand why aspects of cultures are different. Another important aspect is to not stereotype and allow single traditions to be the students’ only impression of a culture. In addition to teaching about special cultural festivals and practices, teachers should teach students about ordinary life in these cultures so students can make comparisons to their own lives.
Teachers should also show students that cultures are diverse within themselves. Just like people in the United States are different, there is much diversity within world regions or cultures. An example of this is the typical representation of the African village, but with increased urbanization, there are really many large cities throughout Africa that better resemble United States cities than the stereotypical African village.
Teachers should also teach about cultures across the curriculum, not just in social studies. All teachers should “promote cultural awareness.” It is also important for teachers to not just teach United States diversity during certain months like Black history month. Diversity should be included throughout the whole year’s curriculum. Finally, teachers should show respect for other cultures so students learn to respect them too (Higgins).
Conclusion
To reduce American student ethnocentrism, teachers should present alternative perspectives in curriculum. Textbooks often present one-sided, brief summaries about other cultures and experiences, and teachers need to expand this viewpoint so students feel empathetic toward these other cultures. Along with changing curriculum, however, there should be global programs in the school, like language immersion and experiences with immigrants in the school and community.
The result of reducing ethnocentrism would be citizens that feel like they are a part of a global society, just as they are a part of their own country. Students should feel a sense of sameness when studying other cultures, and these programs would help bring them closer to this feeling.
The result of reducing ethnocentrism would be citizens that feel like they are a part of a global society, just as they are a part of their own country. Students should feel a sense of sameness when studying other cultures, and these programs would help bring them closer to this feeling.