Means and Ends of Education in Democracy

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Beyond Multiculturalism
The Challenge of Preparing Teachers for 21st
Century Schools
International Studies Schools Association 7th
Annual Conference Itasca, Illinois February 9,
2008
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Todays Presenters

• Steven Jongewaard, PhD
• Professor of Education
• Social Studies Program Director
• Alex Askew, College of Liberal Arts
• Erin Eiynck, College of Liberal Arts

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Session Outline

• Theoretical Overview
• Ongoing Research Projects
• Curriculum Development
• Social Studies Lessons
• Lifeline/Timeline
• Global Families Exercise
• QA

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Working Definition of Culture
an integrated set of behavior patterns
characteristic of the members of any given
society. Culture refers to the total way of life
of particular groups of people. It includes
everything that a group of people thinks, says,
does, and makesits system of attitudes and
feelings. Culture is learned and transmitted from
generation to generation. L. Robert Kohls, 1996
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Third-Culture Relational Patterns
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Cross-Cultural Adaptability
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Developmental Model for Trans-Cultural Competence
Figure 2
Developmental Stages in Trans-Cultural
Competence Intra-cultural
Inter-cultural
Trans-cultural The I stage (1.a, 1.b)
The we stage (2.a, 2.b) The
everybody stage (3.a, 3.b) characterized by
cultural cultural comparisons
notions of cultural relativism
understanding in personal in
local and macro-cultural and interdependence
develop and micro-cultural terms
terms concept of other
membership in the human family personal
identities develop global perspectives
emerge world citizenship
from Jongewaard, 2001
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Characteristics of Trans-Cultural Competence

• Figure 3 Characteristics of Trans-Cultural
  Competence
• 1. Cross-Cultural Adaptability (Kelly and
  Meyers, 1995)
• 2. Empathetic Activism (Cogan and Derricot,
  2000)
• 3. Geographical Global Awareness (Corbittt,
  1996)
• 4. Shared Values (Kidder, 1994)
• 5. Contextual Global Awareness (Corbitt, 1996)
  
• 6. Trans-cultural Awareness (Landis Bennett,
  2004)

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HOST Questionnaire Hamline Overseas Student
Teaching, 2004

• Cultural Contexts 12 items 7-point Likert
  scale
• Professional Contexts 15 items 7-point Likert
  scale
• Classroom Practice 4 qualitative responses
  (geography, working with difference, world
  affairs, membership in the human family)

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HOST Participant Survey Results
Disparities between rich and poor affected the
way I came to see myself as a global citizen
(8.4).
Q.
Results Total Mean 6.20 N
40 Mean for Men 6.00 (10) Mean for Women
6.26 (30)
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HOST Participant Survey Results
As a language minority in my HOST country, I am
now more empathetic in my work with ELL learners
(9.1)
Q.
Results Total Mean 6.16 N37 Mean for
Men 6.11 (9) Mean for Women 6.18 (28)
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HOST Participant Survey Results
2. Provide two brief examples of HOST-related
experiences, strategies, techniques or materials
you have employed that have had a positive effect
on your students competence in working with
people from other races, cultures,
first-languages or socioeconomic strata.
Representative Response for Question 2
I work with children who are mostly Mexican.
Their parents do not speak English and the
children sometimes dont either. My HOST
experience has helped me to guide them through
the year and made me more aware of the need to be
sensitive to learning English along with
everything else during the day. We talk a lot
about acceptance cultural differences are the
norm and I readily embrace them and try to
encourage my students to do likewise. HOST
prepared me for this. Sue C., 1983 HOST
Participant
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Global Awareness Questionnaires

• Citizenship Attitudes 32-item questionnaire
  5-point Likert scale
• World Problems 8 Problems 11 questions per
  problem 5-point Likert scale
• Coded for M/F, course, year in school, and
  licensure area
• Comparisons between 1980 and 2006 data

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World Issues Survey Questions
5-point Likert scale directionality 1.
This problem is important/unimportant. 2. I
know very little/a lot about this problem.
3. The American government can do a lot/very
little to solve this problem. 4. This
problem will decrease/increase in the next twenty
years. 5. This problem is not/is
interesting to learn about. 6. This problem
is solvable/unsolvable. 7. International
organizations can do very little/a lot to solve
this problem. 8. This problem is
unavoidable/avoidable. 9. This problem
is/is not related to many other problems. 10.
This problem is temporary/long-term. 11. This
problem is of concern to people in many/only a
few parts of the world.
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World Issues Survey
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Citizenship Attitudes Survey
Five Subscales Chauvinism items 1, 3, 6, 14,
24, 26, 29 World government items 7, 9, 16, 20,
28, 30 War items 10, 13, 18, 22, 27,
31 Cooperation 2, 4, 12, 15, 17, 19, 21, 25,
32 Human rights 5, 8, 11, 23
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Citizenship Attitudes Means
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Implementing the Model
Figure 2
Developmental Stages in Trans-Cultural
Competence Intra-cultural
Inter-cultural
Trans-cultural The I stage (1.a, 1.b)
The we stage (2.a, 2.b) The
everybody stage (3.a, 3.b) characterized by
cultural cultural comparisons
notions of cultural relativism
understanding in personal in
local and macro-cultural and interdependence
develop and micro-cultural terms
terms concept of other
membership in the human family personal
identities develop global perspectives
emerge world citizenship
from Jongewaard, 2001
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Applying the Trans-Cultural Characteristics

• Figure 3 Characteristics of Trans-Cultural
  Competence
• 1. Cross-Cultural Adaptability (Kelly and
  Meyers, 1995)
• 2. Empathetic Activism (Cogan and Derricot,
  2000)
• 3. Geographical Global Awareness (Corbittt,
  1996)
• 4. Shared Values (Kidder, 1994)
• 5. Contextual Global Awareness (Corbitt, 1996)
  
• 6. Trans-cultural Awareness (Landis Bennett,
  2004)

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Micro-Teaching
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Mapping Our Global World

• Lesson One
• Fourth Grade Standards
• Minneapolis Unit 2.A.
• The relationship between geography (topography,
  landforms, climate, etc) and human culture.
• Learning Activities
• Discussed population density around the world
  using maps.
• Used 1990 U.S. census data to map the kid
  population.
• Teacher Erin Eiynck

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People from Around the World

• Lesson Two
• Fourth Grade Standards
• NCSS Strand One A for early grades
• Explore and describe similarities and
  differences in the ways groups, societies, and
  cultures address similar human needs and
  concerns.
• Learning Activities
• Compare people of the U.S., Native Americans, and
  other groups from around the world.
• Discuss different types of homes from the several
  groups using a Venn diagram.
• Teacher Erin Eiynck

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World Families

• Lesson One
• Fourth Grade Standards
• NCSS Culture- Compare similarities and
  differences in the ways groups, societies, and
  cultures meet human needs and concerns.
• Learning Activities
• Compare and contrast world families using the
  book Material World.
• Fill out compare and contrast worksheet.
• Discuss how moving to the U.S. would change the
  lifestyles of each family.
• Teacher Alex Askew

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Immigrant Contributions

• Lesson Two
• Fourth Grade Standards
• MN Geography Strand II, IA Students will
  identify the areas of origin for people coming to
  Minnesota, explain push and pull factors that
  brought people to the state and analyze the
  impact of these changes.
• Learning Activities
• Discussion about contributions made by Native
  Americans to MN.
• Talk about contributions made by immigrant groups
  to MN.
• Create and color contributions map.
• Teacher Alex Askew

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Timeline/Lifeline Activity
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Alexs Lifeline

• Five Personal Events
• 1989 Younger Sister Born
• 1991 Attended 1st MN Twins Baseball Game.
• 1994 Got My First Dog
• 2000 Hosted a French Foreign Exchange Student.
• 2002 Played in 1st Varsity Basketball Game.
• Five Minnesota and World Events
• Ex. In 1991 I attend my 1st Twins Baseball game,
  the MN Twins win the World Series and the Seibu
  Lions win the Japanese Pro Baseball title.

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Erins Lifeline

• Five Personal Events
• 1986 The year I was born.
• 1988 Visited Lake Itasca.
• 1991 I danced to Were gonna win Twins
• 1993 Started Karate and went to my first
  tournament.
• 1999 Visited Gooseberry Falls State Park.
• Five Minnesota and World Events
• Ex. In 1999 I visited Gooseberry Falls State
  Park, the National Park Service provided 100,000
  to fund a 3-year study of Timber Wolves in
  Northern MN, and light pollution threatened the
  National Parks in Europe.

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Alex Erins Websites

• Lesson Plan Websites
• www.minneapolisfoundation.org
• www.mhs.org
• http//www.mnsu.edu/emuseum/prehistory/settlements
  
• Lifeline Websites
• www.brainyhistory.com
• www.inthe90s.com
• www.historychannel.com

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Global Families ExerciseReading a Picture

• Peter Menzel project
• Primary source documents
• Families in global perspective
• Statistically average families
• Think globally, act locally

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Works Cited Cogan, J. J. Derricot, R. (2000).
Citizenship for the 21st Century An
international perspective on education. London
Kogan Page, Ltd. Corbitt, J. N. (1998). Global
Awareness Profile. Yarmouth, ME Intercultural
Press, Inc. Jongewaard, S. (2001). The six
characteristics of universal citizenship Their
development and measurement in pre-service
teachers. Paper presented at the annual
conference of the National Council for the Social
Studies, San Antonio, TX (ERIC Document
Reproduction Service No. ED454109). Kelly, C.
Meyers, J. (1993). The Cross-Cultural
Adaptability Inventory. Yarmouth, ME
Intercultural Press, Inc. Kidder, R. M. (1994).
Shared values for a troubled world Conversations
with men and women of conscience. San Francisco
Jossey-Bass Publishers. Landis, D., Bennett, J.
M. Bennett, M. J. (Eds.) (2004). Handbook of
intercultural training (3rd. Ed). Thousand Oaks,
CA SAGE Publications, Inc.
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All classes through global glasses!!
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Thanks for your participation!
Contact information Dr. Steven Jongewaard
Professor of
Education
Hamline University
1536 Hewitt Avenue
St. Paul,
MN sjongewaard_at_hamline.edu