A weekly chat covering topics related to teaching with a global perspective. A rotating cast of guest hosts include education experts and influencers. A must-follow for all educators who would like to open their classroom to global opportunities! Hosted by @HSingmaster and sponsored by @AsiaSocietyEDU
Jen from Chicago! I had an amazing AP History class which inspired me to be a history teacher and then an AP Gov class that I loved almost as much! Lots of debates and discussion. #globaledchat
Hello All! Matt from Utah - 9th Grade ELA and Creative Writing. Civics was very good, I took AP Politics and passed the test thanks to a tireless teacher that knew I could understand it if he helped. #globaledchat
Hi #GlobalEdChat folks! I work for @facingCHI. My civics ed (awhile back) was pretty didactic old school "3 branches of government" and lots of talk about the Cold War. #old
I'm Heather Singmaster, Associate Director, Center for #Globaled@AsiaSocietyEDU. I distinctly remember memorizing all of the counties in Wisconsin in my civics class. I can't say I use that information today! #globaledchat
Only here for a bit, but I didn't want to miss the brilliance of this PLN! I look forward to checking back in after I get the kiddos home! #momlife#principals#globaledchat
#globaledchat Amanda from Md (going back and forth between Twitter chats and bedtime). Civics Ed was an okay experience - I would have liked to have been a part of more authentic experiences.
Its all good. I just happened to have a really seasoned and smart AP teacher in high school. My class was not the easiest but he got through to me. #globaledchat.
Hello! Phil Wagener, Education Technology Specialist with @ksuiteach. My Civic Education consisted of memorizing facts and passing a test. #globaledchat
Q1: Education for democracy often includes “skills, behaviors, knowledge and dispositions.” What are the essential skills, behaviors, knowledge and dispositions that support democracy? #GlobalEdChat
A1: The skills of global competence align well with the skills that support democracy: investigating local/global issues; recognizing others' perspectives; communicating ideas; and taking action. https://t.co/5iw58QKJVx#globaledchat#TeachSDGs
A1 - Understanding, empathy, and engagement are all important to teach democracy. Understanding the situation that citizens may be in, empathy to see the multitude of perspectives, and engagement with these points of view to understand how change can be made. #globaledchat
A1: To support democracy... Skills: Critical thinking, empathy. Knowledge: Models of civic engagement from various locales, and from history. #GlobalEdChat
Q1: Education for democracy often includes “skills, behaviors, knowledge and dispositions.” What are the essential skills, behaviors, knowledge and dispositions that support democracy? #GlobalEdChat
Ken from western Oregon University and center for geo ed in Oregon. Here for about 10-15 min until have to take daughter home from ballet #globaledchat
A1: Critically thinking, asking questions, active listening, taking action, being able to distinguish real versus fake news and sources, knowing how to research #globaledchat
A1: Currently writing a middle school advisory curriculum to support and address these skills. Students need communication, critical thinking, collaboration, and creative skills, with a level of social & cultural awareness & empathy & great relationship skills! #globaledchat
A1: Listening critically & openly to others is critical--democracy means having the chance to make decisions, & those decisions must be informed by others' perspectives and viewpoints. #globaledchat
A1: Learning to state an opinion and support it with evidence EVERY TIME. Also, ability to listen to another's point of view without dismissing it as "true". You don't have to agree to know that it is "true" for the speaker #globaledchat
some media literacy responses. how do we help young people to become more media literate in a moment of heightened partisanship? when we participate in the "world of me" as @CassSunstein has written about? #globaledchat
Q1: Education for democracy often includes “skills, behaviors, knowledge and dispositions.” What are the essential skills, behaviors, knowledge and dispositions that support democracy? #GlobalEdChat
A1: Developing the disposition to act with the power and responsibility that one has a citizen of a democracy: what good is that power if it's not exercised for the common good? #globaledchat
This 100%. If we can move students beyond the I believe therefore it is true to understanding that it is just an opinion and there are a multitude of opinions, then we are on the right track. #globaledchat
A1: Listening critically & openly to others is critical--democracy means having the chance to make decisions, & those decisions must be informed by others' perspectives and viewpoints. #globaledchat
Q2: we teach Empathy has one of our core values. Responsibility comes on many levels - so we try to show empathy in the classroom or across the globe. #globaledchat
Personally, I think practice in flexible thinking before media is vital. Kids are starting off in black/white worlds & then plunked into media that amplifies that. #GlobalEdChat
Balancing meaningful empathic engagement with rigorous inquiry is such an important task teachers have. Glad @facinghistory and others support those efforts! #GlobalEdChat
In reply to
@TeacherWinters, @koharegibson, @facinghistory
A2: when my high school kids used to get down on themselves for their role in national problems, I reminded them that they hadn't yet voted in the people making the damaging policies. Led us to a discussion about voting as a responsibility, not just a right #globaledchat
A1: Developing the disposition to act with the power and responsibility that one has a citizen of a democracy: what good is that power if it's not exercised for the common good? #globaledchat
A1 -Just today we talked about graffiti and how if they commit it, the school has to pay to clean it and the school's money comes from taxes, which they and their parents pay. If I can get them to see the connected nature of their world through civics, I am happy. #globaledchat
Young people aren't as bound to party. We can take advantage of their natural tendency to question authority -- politician, media or otherwise. There's power in being a critical thinker. #MediaLiteracy#GlobalEdChat@BenBo370
some media literacy responses. how do we help young people to become more media literate in a moment of heightened partisanship? when we participate in the "world of me" as @CassSunstein has written about? #globaledchat
Q1: Education for democracy often includes “skills, behaviors, knowledge and dispositions.” What are the essential skills, behaviors, knowledge and dispositions that support democracy? #GlobalEdChat
A2: In first grade my Ss are taught to care for their environment & what their responsibilities are as a citizen to care for our world & resources. They are also taught about voting & get to put it into practice, #Globaledchat
Q2: we teach Empathy has one of our core values. Responsibility comes on many levels - so we try to show empathy in the classroom or across the globe. #globaledchat
A2: By giving them a chance to practice being a global citizen. Give them the opportunity to act on what they are passionate about. Showing how you go from complaining or just acknowledging a problem to truly taking responsibility and doing something about it. #globaledchat
A2: Providing examples of individuals and groups engaged in civic participation is really impt! The Choosing to Participate resource from @facinghistory is a helpful tool: https://t.co/oAET0U7Q5p#GlobalEdChat
A2: providing them with ample amounts of diverse fictional and nonfictional texts with a variety if ways for them to discuss their thinking through Socratic Seminars #globaledchat
A2 when was in classroom I had Ss take this human rights temp of their school, which are based on UDHR & allowed them to give human right school grade. This always led into great discussions on the personal responsibilities that go w/ rights https://t.co/i0CYAclzJ6#globaledchat
Young people aren't as bound to party. We can take advantage of their natural tendency to question authority -- politician, media or otherwise. There's power in being a critical thinker. #MediaLiteracy#GlobalEdChat@BenBo370
some media literacy responses. how do we help young people to become more media literate in a moment of heightened partisanship? when we participate in the "world of me" as @CassSunstein has written about? #globaledchat
Q1: Education for democracy often includes “skills, behaviors, knowledge and dispositions.” What are the essential skills, behaviors, knowledge and dispositions that support democracy? #GlobalEdChat
Personal example can save democracy! Interesting to mention "disposition" -- I think of how we act and respond to what's happening around us. #GlobalEdChat
A1: Developing the disposition to act with the power and responsibility that one has a citizen of a democracy: what good is that power if it's not exercised for the common good? #globaledchat
They were shocked to be honest. Most had not made the connection that the sales tax they pay, part of it may go back to fixing things in the government. It created an awareness. #globaledchat.
A number of @ProjectZeroHGSE thinking routines are designed to surface student perspectives: they can be examined to surface "common" & "diverse"--seeds a good discussion of when & how "common" matters--& to whom. #globaledchat
A1: Developing the disposition to act with the power and responsibility that one has a citizen of a democracy: what good is that power if it's not exercised for the common good? #globaledchat
@FernandoReimers often talks about citizenship in a democracy being a contact sport and same for global citizenship. Experience is hugely important. #globaledchat
A2) We need to ease the burden on their responsibilities that will do little for them in the long run -- homework, grades -- and focus on those that will impact society. Give them actual responsibility and demonstrate the consequences of not following through. #GlobalEdChat
They were shocked to be honest. Most had not made the connection that the sales tax they pay, part of it may go back to fixing things in the government. It created an awareness. #globaledchat.
A2 when was in classroom I had Ss take this human rights temp of their school, which are based on UDHR & allowed them to give human right school grade. This always led into great discussions on the personal responsibilities that go w/ rights https://t.co/i0CYAclzJ6#globaledchat
A1: Empathy building, media literacy, critical thinking, evaluating multiple perspectives, and promoting a culture of deep questioning support democracy by encouraging an civic engagement, discourse, and participation. #GlobalEdChat@facinghistory
"Contact sport" is an amazing metaphor for this--unsettles me! So I must ponder. I think some students have more experience with this contact sport than their teachers do. #globaledchat
In reply to
@facinghistory, @ACTforEducation, @FernandoReimers
A3: race, SES, and gender are three powerful and prominent social divisions. But so is ignorance! Expertise is devalued as YouTube and social media dominate #GlobalEdChat
A2 Having cleaning as a classroom work in elementary school teaches civic responsibility. When we do everything for Ss, or don't demonstrate everyone needing to help, it weakens interest & connections. #GlobalEdChat
A3: In Portland, we definitely have some work to do on equity, in education and beyond. The schools are very focused on equity and it drives a lot of decisions. In our community, there is less of a discussion. #GlobalEdChat
A2: We do a disservice when we teach Ss that civics action is only protest or voting. Civic action involves exploration, listening longer, discussing despite difference, and building enduring bridges. #GlobalEdChat
A2: The "Where do you Stand on Human Rights?" game is also an effective, student-driven inquiry into balancing various rights: https://t.co/zppwPkqWQA#GlobalEdChat
A2 when was in classroom I had Ss take this human rights temp of their school, which are based on UDHR & allowed them to give human right school grade. This always led into great discussions on the personal responsibilities that go w/ rights https://t.co/i0CYAclzJ6#globaledchat
What about opinions about what's morally right and wrong? Some cite the Bible. Are those who don't follow the Bitle supposed to come up with counter-evidence? #GlobalEdChat
A1: Learning to state an opinion and support it with evidence EVERY TIME. Also, ability to listen to another's point of view without dismissing it as "true". You don't have to agree to know that it is "true" for the speaker #globaledchat
A3: In Portland, we definitely have some work to do on equity, in education and beyond. The schools are very focused on equity and it drives a lot of decisions. In our community, there is less of a discussion. #GlobalEdChat
Having kids share their stories in many ways. Narratives, immigration stories/projects, community building circles, etc. and sharing my story too. #globaledchat
A3 - In my community it is largely religious in nature. That can create a sense of division in the students but also in how different ideas are approached. #globaledchat
A3 Chicago has yet to reckon with the institutions and policies that created segregation along race/class lines, that persist and impact so much of the city, especially schools. #globaledchat
A3 In many societies w divides by identity they align w segregated schools & housing, Teachers are sometimes also from a community, live in a community &teach in one . How do we foster cross communal prof dev? learning for students? #globaledchat
We are working on it. To be honest we address the urban more than the rural in our resources so we are trying to include more that address our rural Ss experiences. #globaledchat
A1: Empathy building, media literacy, critical thinking, evaluating multiple perspectives, and promoting a culture of deep questioning support democracy by encouraging civic engagement, discourse, and participation. #GlobalEdChat@facinghistory
Q4: How do we help young people engage in meaningful activities that cross social and cultural divisions? What are some resources to help? #GlobalEdChat
Love using UDHR to talk about rights and our responsibilities not just in the US but around the world. It made for great conversations and later PSAs about how to change things. #globaledchat
A3: the National SEED Program has some great PD for teachers as individuals & communities: it requires educators to share their stories--people understand each other better, can express discomfort w/ "messages" in a safe, well-facilitated space. #globaledchat
A3) Sadly, here in the US, we are a nation divided. We are divided by race, gender, religion, and social status. We project an entirely different image than what is going on domestically. #globaledchat
A4 - By making it a part of the curriculum. I add interviews and guest speakers from the United Way and refugee organizations, which make large connections between my students and the world that they may not see on a daily basis. #globaledchat
A4 Perhaps obvious, but Identity charts help students see the complexity of themselves & their peers, fostering important empathy and perspective taking, and ulitmately, meaningful dialogue: https://t.co/kot5GvOAPQ#globaledchat
A4: We all got together & learned how sometimes everyone needs something so we did a big 100th day service project where the Ss made items for those in need. #Globaledchat
A4: imo, Ss need strong foundation on practicing involvement, inclusion & empathy first. After that, lots of cultural exploration. Projects, festivals. Work that results in tangible goods for community. #GlobalEdChat
A4: Cross-generational is important. We do oral history projects along w/ having them access @StoryCorps We also are actively examine how inclusive our texts are. #globaledchat
Over my career, I came to believe that teachers needed to explore their attitudes, values, and assumptions--in this case, about democracy & difference--before they could guide/support students: what do whole faculties believe about democracy & who it's really for? #globaledchat
A4: Ss need opportunities—many opportunities—to dialogue, ideally in person, with people who are different from themselves in values, belief and perspective. Such dialogue is a skill requiring intentional cultivation #GlobalEdChat
A4: Read literature and news from multiple perspectives, find things that disrupt “the norm”, go out in the community, analyze what you hang on the walls or post in your space. #globaledchat
We have @IndigoProgram habits of mind. One of them is viewpoint, teach perspective taking in all elements of the curriculum, including the SEL curriculum to build a cultural awareness & competency. Ex) analyze a text event from the protagonist and antagonist pov #globaledchat
I used to worry about it more, but then I met a lot of teachers outside of my area and they were facing a lot of the same problems and it made me feel like it was a larger global issue. #globaledchat
By creating a safe classroom space, by striving for fairness and equity, by showing gratitude, and by interacting with students with a positive attitude #globaledchat
A4 - By making it a part of the curriculum. I add interviews and guest speakers from the United Way and refugee organizations, which make large connections between my students and the world that they may not see on a daily basis. #globaledchat
Totally agree -- I'd just caution against making this argument whenever students plan to protest. Never try to disempower them. Too many adults try to steer kids away rather than letting them experience and learn--and challenge adults and make change. #GlobalEdChat
A2: We do a disservice when we teach Ss that civics action is only protest or voting. Civic action involves exploration, listening longer, discussing despite difference, and building enduring bridges. #GlobalEdChat
A4: Wise words from John Amaechi about connection between identity, the creation of a safe learning environment & the potential for student achievement. https://t.co/JDEqShMBLn#globaledchat
And there are some great books about this that emphasize a culture of working to understand one another versus needing to win an argument: dialogue vs. debate. Post-dialogue reflection helps #globaledchat
A4: Ss need opportunities—many opportunities—to dialogue, ideally in person, with people who are different from themselves in values, belief and perspective. Such dialogue is a skill requiring intentional cultivation #GlobalEdChat
trust happens over time ... kids/people don't trust just because you are a teacher ... in fact, for many kids who have been burned by teachers trust is tough. #globaledchat
A5 Saying "let it go" is NOT an option ... we as a society, have to face our issues and fix them, not just ignore them and hope they blow over. #globaledchat
A2 when was in classroom I had Ss take this human rights temp of their school, which are based on UDHR & allowed them to give human right school grade. This always led into great discussions on the personal responsibilities that go w/ rights https://t.co/i0CYAclzJ6#globaledchat
and something to ponder
working in South Africa, I've seen how being a citizen of democracy requires different skills than resisting/protesting apartheid. We don't want to cultivate citizens who find voice only in protest. #globaledchat
A1: the ability to formulate and articulate critical questions is an essential skill for democracy. Constantly questioning those who hold power is necessary #GlobalEdChat
A5: Rwanda’s experience is a powerful example to learn from: its strategy to protect its people, wildlife and natural resources after genocide = an example for all. Also, hi #globaledchat!
All of this makes me wonder what teachers & students fear--for themselves in an encounter with "others,"& for those "others." & are they more afraid what will happen during the encounter, or after it? Trying to figure out what people don't trust--what will hurt #globaledchat
A5: Teach them about it & reasons behind it & where it's lead us. Reflect on where we can go from here bc of what we've learned from the past. I'd prob use a lot of diff texts to spark this with littles. #Globaledchat
A5: In some cases young people are a generation or more removed from traumatic or divisive historical events. How do we help them face the past and its legacies? #GlobalEdChat
I was at a "high achieving" charter school ... sitting in one of the poorest minority neighborhoods, but yet the school was almost 80% white with middle class incomes. #globaledchat
A5: You talk about it. You can’t be afraid to admit that we as a nation have made mistakes and continue to. We have to own up to the fact that the systems and structures in our country have been set up to keep some people in power and others not in power. #globaledchat
A4: Teach Ss to harness the power of social media to connect them with authentic members of a global community for input/feedback on their work. This builds empathy btw communities and empowers Ss by demonstrating the power and reach of their voices. #GlobalEdChat@facinghistory
A5 The Aftermath photo essays emphasize that "War is Only Half the Story" and that legacies of mass violence linger. The images help us see how various people/regions process: https://t.co/XLcND5w2Lg#globaledchat
Must sign off now, but I've enjoyed reading, thinking, and responding tonight. Thanks, everyone, for the good questions and thoughtful answers! #globaledchat Great topic; glad I'll be able to read the rest of this later.
A4) We must immerse students in dynamic learning experiences that foster real-time collaboration and co-creation with global peers. #TeachSDGs#GlobalGoals#globaledchat
“Though it is vastly important for children to understand the history and complexity of oppression, racism, and discrimination, children, especially children of color, also deserve to see themselves thrive, to experience the joy of being a part of a loving community...”
A5 The Stitching Truth resource explores the arpilleristas of Chile, and how they used textile art to protest, to grieve, to create awareness, when their sons/brothers/husbands were disappeared: https://t.co/UH2j5XfMCx#globaledchat
some ids never get over being burned by teachers ... data shows that certain segments of the population are hit disproportionately hard ... #globaledchat
and show young people examples of societies who have attempted this work and continue at it. Canada&it's TRC, South Africa& transition & TRC &history curric. Are examples like these perfect? No, but genuine efforts #globaledchat
Example of Canada doing this work w students #globaledchat Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools https://t.co/ECII65Uc2h
A6: You set up your classroom to be a safe space. Establish norms together and allow students to have an authentic voice. Build relationships and community where multiple perspectives are shared, honored and challenged. #globaledchat
A6: The Fostering Civil Discourse guide provides great strategies for creating space for safe/brave conversations, as well as student-centered, agency-building activities: https://t.co/Hvn4NHi8Bj#globaledchat
A6 - By giving students choice and listening to their varied perspective. Then I open channels for discussions about topics that they may not have been ready to be a part of earlier in the year. #globaledchat
thanks for this. how do we help young people--and their teachers--to challenge an untruth or a problematic view when it is held by a peer and genuinely believed? #globaledchat
A5: also crucial to show students of color examples of leadership, strategy, and social change driven by people of color that look like them (activism, organizing, advocacy) #GlobalEdChat
Q7: How do you nurture civic participation and social action projects that bridge societal divisions and promote democratic principles? Share any resources you may have. #GlobalEdChat
YES! which is also about the need for more teachers and school leaders of color and more opportunities for young people of color to participate in civil society orgs and become leaders of them #globaledchat
A5: also crucial to show students of color examples of leadership, strategy, and social change driven by people of color that look like them (activism, organizing, advocacy) #GlobalEdChat
One way to look at protest is it's in response to a problem that shouldn't have gone that far. So I can see the value of learning to create proactive change earlier. Still, institutional injustice is a bear. There's a reason it often doesn't change without protest. #GlobalEdChat
and something to ponder
working in South Africa, I've seen how being a citizen of democracy requires different skills than resisting/protesting apartheid. We don't want to cultivate citizens who find voice only in protest. #globaledchat
A7 - I give them choice to build a project on what they love and then coach them to turn it into a civil advocacy project. Right now we are working on videos, websites, essays, social media experiences, and interviews. It has been great. #globaledchat
I won’t pretend that it’s not hard. You have to be ready to have the tough conversations and not say that they are wrong but help everyone to show evidence for their thoughts and convictions. #globaledchat
A7: I teach an elective called ‘Rebels with a Cause,’ where we explore the “causes” and all sides of them in fictional and real situations. This is like base-level of awareness skills to then apply in own lives #globaledchat
A7 The 'Breaking Isolation' reading is a good example of two folks from very different perspectives finding their commonalities and humanity: https://t.co/ePn6nJBUQe#globaledchat
Yes, and recognizing that power is inherently unequal. Would love to "prevent" unjustified police shootings, but who has the power to prevent them and how do they see the problem? #GlobalEdChat
Thanks, Jen
I wonder if we need practice saying people are wrong. This does not have to be mean. I think we fear being judgmental. But that's different than forming ethical judgments, saying there are things that are right&wrong, true¬ true. #globaledchat
Yes. And as Bryan Stevenson and others note, you have to be willing to be comfortable with uncomfortable conversations. They may not have resolution at the end, but the process matters. #globaledchat
A6: Group norms and routines, such as Accountable Talk help foster a comfortable learning environment by providing a framework for Ss to navigate difficult discussions: https://t.co/QVE65Tvuad. I also MUN-style simulations for insight into global diplomacy. #GlobalEdChat
A7: Have students find something they are passionate about and that effects their community and then giving them the freedom to take action on it. Giving them the freedom and choice to share their truths and make a real impact. #globaledchat
What a thoughtful and timely #globaledchat chat tonight. Especially grateful for the fantastic resources developed by .@facinghistory which can be shared widely.
I think you can say someone is wrong but you need to do it with evidence for why. It can’t just be the overwhelming belief in the class that makes them wrong. #GlobalEdChat
A7) I would design a collaborative project that would focus on The Preamble to the US Constitution. Students would focus on how to become a more perfect union. This would allow students to explore current issues facing American Democracy and offer solutions. #GlobalEdChat
let's help young people think about prevention by considering things they can focus on to increase their sense of agency&efficacy. if we start w shootings or mass violence taking place somewhere it's hard to back up from those examples&look at everyday acts #GlobalEdChat
#GlobalEdChat A4 We have done cultural conversations this year. Spoke with a class in Argentina 🇦🇷 about gender inequality in our nations & with a class in Monterrey Mexico 🇲🇽 about current issues facing each country. Great opportunity for our Ss to share/learn.
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