144020
Descripción
Fichas por Nathan Lapin, actualizado hace más de 1 año
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Creado por Nathan Lapin
hace más de 11 años
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| Pregunta | Respuesta |
| The process by which nations of the world become connected and interdependent through ties created by electronic communication, rapid means of travel and interlocking economies | Globalization |
| Characteristics of Globalization | Integration, Dynamism, Three Kinds of Balance |
| Three Kinds of Balance | • Traditional balance of power now in the hands of one nation, the United States • Economic balance between nation-states and global markets • Sensitive balance between individuals and nation-states; technology gives individuals more power |
| Education for a Global Perspective Emphasizes | human experience influenced by transnational, multicultural interaction, etc. the imperative for responsible citizens to understand global and international issues the wide variety of actors on the world stage, including states, corporations, NGOs, and individuals that humankind is highly interdependent with the state of the global environment citizen participation at both local and international levels (National Council for the Social Studies) |
| Piaget's 4 stages of cognitive development | sensorimotor (birth-2) preoperational (2-7) concrete operations (8-12) formal operations (starting at 12) |
| 5 Elements of Global Perspective | Perspective Consciousness, State of Awareness, Cross-Culture Awareness, Knowledge of Global dynamics or World Systems, Awareness of Human Choice |
| Awareness that one’s view of the world is not universally shared | Perspective Consciousness |
| Knowledge of prevailing world conditions and trends | State of Planet Awareness |
| Knowledge of social and cultural diversity around the world | Cross-Cultural Awareness |
| Requires modest understanding of how world ecosystems operate | Knowledge of Global Dynamics or World Systems |
| The emergence of a global consciousness | Awareness of Human Choice |
| Programs that Link Schools: | Associated Schools Project of UNESCO, Bridges to Understanding, ePals, GLOBE (Global Learning and Observations to Benefit the Environment), LinkTV, Peace Corps World Wise Schools, International Children's Digital Library, iEARN, Global SchoolNet, Global Classrooms |
| Ethical Issues | Fair allocation of available resources in the school Consideration of local families and communities when discussing global concerns The need to balance advocacy with inquiry The length of time devoted to new ideas (changing attitudes takes time!) |
| DMIS | Developmental Model of Intercultural Sensitivity |
| Improved Cognitive Sophistication/Improved Cultural Awareness | As people’s ability to understand differences increase, so does their ability to negotiate a variety of worldwide cultures. |
| Six Stage Linear Model | Ethnocentrism(denial, defense, minimalization) to Ethnorelativism (Acceptance, Adaption, Integration). |
| Refers to the inability to see cultural differences and is reflective of individuals who isolate or separate themselves in homogenous groups. | Denial |
| Recognition of cultural differences couples with negative evaluations: Denigration (belittle, discriminate), Superiority (looking down on others), Reversal (evaluating one’s own culture as inferior to another) | Defense |
| Last Stage of Ethnocentrism, the discovery of commonality, People begin to recognize and accept the superficial cultural differences, yet still hold belief that all humans are the same | Minimalization |
| First stage of ethnorelativism; Represents individual’s ability to recognize and appreciate cultural difference in terms of people’s vlues and their behavior | Acceptance |
| people begin to see the cultural categories as more flexible and become more competent in their ability to communicate across cultures. | Adaption |
| Rarely achieved can move freely between groups. Sees self “in process” by acceptance of an identity that is not based in any one culture | Integration |
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