When sitting down to begin this assignment, I struggled to find a place to begin.

How could I
limit my reflection to just 10 ideas and 5 memorable readings? The amount of valuable
information I have received from this course cannot be limited to such parameters. While I
prided myself on having a good grasp on global awareness prior to this course I have enhanced
my understand of this topic and the means by which I could articulate global issues to students
via selected websites and articles provided in the explorations. Id like to begin first by citing the
resources I found to be not just informative but practical for classroom application as well. It is
my intention as a Secondary English teacher to provide students with much more than reading
and writing instruction. Moreover, I want to make them more aware citizens not just of our
nation but of our world as well. I want to teach them critical thinking skills so that as they get
older and become voting adults they can make informed decisions about how to best propel our
nation forward. The following list of resources answer the question of how to incorporate current
global issues into the classroom setting. Prior to this semester I knew what I wanted to talk about
however I was unaware of the plethora of resources directly aimed in raising global awareness
amongst students. The following four sites are just a few examples of this courses provided
links that I found to be informative, relevant, and essential to be taught in my future classroom.
I.

http://globalscholar.us/doc/Returning_Home_Syllabus.pdf

Although all three syllabuses are rich with information I was immediately drawn to Module
5- You As a Global Citizen. The introduction to this portion of the module states, Though we are
all human, we start off from a different cultural perspective that shapes our worldview. In this
module, students will look at what it means to be a global citizen, utilizing their experience
living in another country. What I specifically liked about this opening statement is that it
acknowledges that our personal upbringing in a specific culture or society will always have an
impact on how we perceive things. However, this statement also addresses the fact that through
exposure to other ways of living, our perspectives can broaden and our perceptions can change.
Two of the tasks (2 and 3) force students to critically think about the nation they are a part of.
They ask students to critique the United States as both a stand-alone nation in addition to their
involvement with the rest of the world. I think it is extremely important for American students to
recognize that being critical of your nation does not make you any less of a patriot. I want to
teach my students how to acknowledge our nations shortcomings while also brainstorming ways
we can make change and improvement with regards to those specific issues. While travel often
facilitates this transformation in perspective I believe the process can begin in my classroom via
resources like Global Scholar. Lastly this module also cited the resources employed to make
these tasks and discussions possibly. The Global Scholar site provided a link to Global Voices
which is a resource I could see myself utilizing when analyzing literature from a historical or
cultural lens in my future classroom. This site contains articles that discuss global issues from all
around the world and could be easily incorporated into lesson plans to draw connections to
literature that touches upon larger themes.

II.

http://www.globalonenessproject.org/resources/lesson-plans/building-communitytrust

Classroom applicability is something that can also be found on the Global Oneness Project.
The link above specifically focuses on one provided lesson plan on the site that explores high
crime rates and violence in urban settings primarily involving youth. The film viewed in this
lesson begins with a profound quote on the screen by Nelsa Curbelo Libertad Cora (founder of
Ser Paz). It states, Everything in society tells us to distrust others. I think its the other way
around. We need to profoundly trust in those around us, in their potential and who they are. This
quote alone could turn into a lively classroom discussion about trust. Its applicability in our own
society is overwhelming considering current events such as the increased notoriety of police
brutality. But what this also does is expose students to other areas of the world that are plagued
by similar problems that we are currently experiencing in the United States. It bridges the gap
between nations and allows them to see that we are not so different to nations we might have
otherwise deemed as inferior to us. Nelsa makes another powerful quote at the very beginning of
the video, stating, Often society blames for instigating conflicts when in reality they are a
mirror of society. They reflect back to us what we dont want to see. This quote reminded me of
an excerpt of Obamas speech as Sandy Hook post tragedy where he called on our nation to
protect our children. This is an example of making connections and making meaning through
connections- my ultimate goal for my future students to do on their own. The only way I can do
that is through modeling and providing them with information on issues from multiple
perspectives and sources.
III.

http://www.7billionothers.org/

Upon being introduced to this site I immediately emailed my mother, a seventh grade English
teacher with a similar education philosophy, to introduce her to its content. I spent several hours
on the site watching several of the videos, blown away by the commonalities between people
from different nations on overarching themes. I specifically told her to share the Education
Matters video to her class. I was struck by the story that begins 6:38. Why I wanted her to share
this students story was because I believe that American students take their educational
opportunities for granted. In my own educational career I have seen so many of my peers
complain about tests, quizzes, homework, and projects. This video puts things in perspective and
acts as a reminder of not only how important education is but how lucky we are to be part of a
nation that provides education to all of its citizens. While I admit improvements can be made to
our education system this video was a humbling reminder of how fortunate we are.

IV.

http://www.ted.com/talks/michael_green_what_the_social_progress_index_can_reve
al_about_your_country#t-488173

To re-acclimate myself with the topic of the Social Progress Index I re-watched Michael
Greens Ted talk and found myself to be even more impacted after the second view. As Green
states, GDP is a tool used to measure economic performance its not a measure of our wellbeing. The fact that our world uses this measure as a way to determine the successfulness of our
nations reiterates the idea that capitalism drives our global society. The social progress index
redefines the parameters that define what constitutes a successful nation. It cannot be solely
economical. And what this video shows is that often times the nations most concerned with
economic advancement are least concerned with quality of life and well-being. One should not
be compromised for the other. This translates to a society with poor values; a society that values
the number in their bank account more than the number of homeless people living on the streets.
I want to explicitly introduce my students to this way of measuring a society by breaking down
the different dimensions of success as outlined by the index. More specifically,
Basic Human Needs:
1.
2.
3.
4.

Nutrition & Basic Medical Care

Water & Sanitation
Shelter
Personal Safety

Foundations of Well Being:

1.
2.
3.
4.

Access to Basic Knowledge,

Access to information and Communications,
Health and Wellness
Economic Sustainability.

Opportunity:
1.
2.
3.
4.

Personal Rights
Personal Freedom and Choice
Tolerance & Inclusion
Access to Advanced Education

These all correspond to previous links posted in this response. This could be connected to the
first selected reading, Module 5 of The Global Scholars syllabus. Students could critique the
United States base on the parameters outlined by the Social Progress Index. Through this critique
and comparison to other nations they might also come to realize that they are extremely fortunate
to have access to things (healthcare, education, personal freedom, etc) they have access to.
I re-read my initial reactions to this video in my E2 submission and feel compelled to
restate a passage in this assignment as well. I wrote, Why is it that social progress takes a back
seat while a country tries to increase their GDP? This is something I had never thought about but
before but makes perfect sense when I think about our country. The United States was so fixated

on pulling itself out of the 2008 financial crisis that as a result has impacted our education
system. More and more educators are dissatisfied by both national and state expectations and
standards. It can be further argued that these negative sentiments trickle down to the students in
their classrooms. If our country had been more attentive and united on social issues would our
economy have been positively impacted as a result? Our quality of life is dependent upon much
more than our GDP moreover, as the social progress index demonstrates we shouldnt neglect to
seek to improve our healthcare, our education, our commitment to social justice issues- all of
which have been recognized as needing improvement. Several of the points I make in this
passage are valid and remain unanswered months later. I argue that our students and our
classrooms can foster change, growth, and acceptance of a measuring tool such as the Social
Progress Index through direct, explicit instruction of the material in conjunction with debates and
discussions about our nations current state and future direction.
From a pedagogical standpoint, Delpits Other Peoples Children became the ultimate
resource for my educational studies this semester. Not only did I find the arguments, issues, and
questions raised in the text relevant in my other coursework but I also heard anecdotal stories in
my mothers classroom that mirrored experiences shared in the text. I have decided to pull
poignant excerpts from various sections that highlight the connections I made throughout my
clinical and class experiences this semester.
I.

SKILLS AND OTHER DILEMNAS

He needs skills, not fluency (16).

Delpts text freed me from the notion that skill based instruction has a detrimental impact
on a students overall success. Moreover her argument that some students, especially minority
students who dont speak or come from a cultural environment where academic English is the
norm, need to be explicitly talk the conventions of English and writing was refreshing. This
section also reminded me the importance of validating Black English. This issue was also
discussed on the first day of my Modern American Grammar class where we talked about the
difference between something being ungrammatical and something being the result of a different
dialect. Just because minority students dont speak academic English does not mean that they are
speaking incorrectly. Delpit connects this to fluency, explaining on page 17, I wonder how
many teachers realize the verbal creativity and fluency black kids express every day on the
playgrounds of America as they devise new insults, new rope-jumping chants, and new cheers.
Even if they did hear them, would they relate them to language fluency? Delpit argues that these
students can demonstrate fluency in their native tongue; therefore the issue is not a matter of
fluency. It is an issue of their mastery of Standard English, a dialect that differs significantly
from the one they are immersed in everyday in their personal lives. How can we expect students
to find success in a language that is only spoken when they are at school? Another important
issue Delpit wants to stop is teachers discrediting or devaluing minority students use of
language. Teachers need to begin to embrace the different ways students express themselves, a

reminder that I will carry with me as I embark on student teaching in an inner city school next
year.
II.

CULTURE OF POWER (FIVE ASPECTS OF)

Issues of power are enacted in classrooms.
There are codes or rules for participating in power; that is there is a culture or
power
The rules of the culture of power are a reflection of the rules of the culture of
those who have power
If you are not already a participant in the culture of power, being told
explicitly the rules of that culture makes acquiring power easier. (Skill based
instruction vs. process)
Those with power are frequently least aware of or at least willing to
acknowledge its existence. Those with less power are often most aware of its
existence (Delpit 24)

Tharp, D.S., (2012). What It Takes to Do Diversity Education. About Campus. SeptemberOctober, pp.28-32
Retyping these aspects of power recalled an article I cited for research on another assignment.
Both deal with the issue of privilege and the need to address it which is something I had never
considered prior to this class. Tharp (2012) calls for increased professional development in
education with specific regards to diversity. The most valuable takeaway from this article can be
found in my E5 submission:
1. Be aware of your own social identity and its impact on others
Time spent analyzing their own social identities is vital in order to
understand and articulate how they choose to identify, the significance of
their identities in their lives, how their identities have impacted/continue
to impact their relationships with others, and the emotional triggers
associated with these identities.
i.e. acknowledge when my whiteness can silence and marginalize
others either intentionally or unintentionally
Delpit and Tharp reminded me of how my race can have an impact on my students. Delpit
discusses the silenced minority throughout her text while Tharp reminds me that I can perpetuate
the problem if I dont acknowledge it. Tharps article also touches upon an issue I want my
students to begin to critically think about- competing identities. How does identifying one way
prohibit us from identifying another way? More specifically how might our ethnicity impact our
ability to feel a sense of belonging in America? How might our sexuality conflict with our
cultural upbringing? It is important for students to begin thinking about who they are in the
world that surrounds them. How am I influenced by the society I am a product of? Does that

prevent me or make it challenging for me to be accepted into the global community? These are
important questions that need to be posed and explored.
III.

EDUCATION IN A MULTICULTURAL SETTING: OUR FUTURES

GREATEST CHALLENGE

When a significant difference exists between the students culture and the schools culture,
teachers can easily misread students aptitudes, intent or abilities as a result of the difference
in styles of language use and instructional patterns (Delpit 167).
The only way to prevent students from being mislabeled or inappropriately placed in the
school setting is through increasing our cultural awareness. The Second Language
Acquisition course at Eastern also did an excellent job in teaching us the importance of
gaining as much background information about each individual student specifically if they
are coming from outside of the United States. It is important to know not only about the
language and culture they are coming from but other factors that may have caused them to
leave to come to the United States. Each student is different and teachers must avoid making
hasty, uninformed generalizations about students that were not raised in the same cultural
environment. I have heard, in my brief graduate education studies, instance of ESL students
being labeled as learning disabled when in actuality they were not provided the type of
instruction that would best assist them master the second language as well as the content
material. Fortunately my literacy development class has provided research and resources that
address specific ways to improve second language acquisition while also teaching content as
well. It is important for teachers to be able to differentiate between issues involving language
and issues involving content.
OTHER VALUABLE READINGS (copied from previous explorations):
Arbisi-Kelm, H., Clay, J.P., Lin, M.M., Horikawa, R., Clifton, W.H., & Kapani, S.
(2013). Who I Am is the Text. Who I Become is the Purpose. New Directions for
Student Services. 144, pp.47-55
Gorski, P.C. (2015). Critical Multicultural Pavilion. [ONLINE] Available at:
http://www.edchange.org/multicultural/index.html. [Last Accessed 15 February
2015].
Risse, M. (2013). Who Are You Calling Coddled? Cloistered Virtue and Choosing
Literary Texts in a Middle Eastern University. Pedagogy: Critical Approaches to
Teaching Literature, Language, Composition, and Culture, 13(3) 415-427.
Retrieved from EBSCO.