All educators have an innate global mindset. Right?
We all hear about how the structure of American schools has been the same for 75+ years. We go along to get along through an archaic system. We move around from one grade level to another, switch schools, move to administration or the “district office.” It’s all an engrained system entrenched in as hard as the monolithic Stone Henge.
But wait, there is a small child running past us through the symbolic hallways off progress. He is not looking back at us. He is moving as fast as his imagination and technology knowledge will take him.
Take notice of the organic globalization of our education systems that surpasses our man-made barriers. Globalization of education in here. It is in our schools and the American home. Artificial barriers are falling away.
Students have been communicating with other “players” around the world for almost two decades. They create powerful teams with a natural ability to communicate. Students communicate in a language of similar interests. There are no limitations in the minds of students who reach outside their country to research or compete. They are not bound by borders.
Students proficiently search global data bases on their quest for answers and opportunities. Our new teachers arrive with a global mindset and frequently jump in with the students to explore the world together. These global interactions are organic as students engage with their peers who have a different look, language and culture.
So, what is next?
Ask a student, and they will tell you the world will be in their mind, not on a keyboard. These young’uns understand AI (Artificial Intelligence) in such a way to make it work for them. To a veteran educator, it is a bit scary. A student’s perspective of “global education” will morph as they watch their own children communicate through thought. It will not be an issue to discuss or publish, it is just an accepted part of a global society.
Access for all?
We have children left behind. They want a global mindset but do not have access. They cannot compete in the world without access and advocacy. They are ready and knocking on the door of opportunity, but it is shut due to limited technology, poverty, untrained teachers. This is where the power of the educator arrives with a red cape! Rescue them!
The Educator’s Role – Make it Happen, Now!
Advocates in the form of teachers, school leaders, grant writers, and parents are needed to break down these closed doors. Money has always been a barrier for schools to break out of that archaic system. Advocacy for schools and technology starts with a vision. As a former school leader, I know my vision has the power to drive change. FIND the solution for the children in your school. TRAIN your teachers so they are comfortable leading children. PRODUCE graduates who have the skills to access a bright global future. The educator has the power. Use it to find the resources to meet the student’s needs. But you don’t know their needs? Ask them, the students will enthusiastically show you their global world and what they need to succeed.
This is what we do.
Blog and additional references
Landorf, H. (2019, Winter). Association of American colleges & universities. Empowering Student Voice through Global Learning in the Curriculum and Cocurriculum. Retrieved February 03, 2021, from https://www.aacu.org/.
The World Bank. The education crisis: being in school is not the same as learning. Retrieved January 1, 2021 from https://www.worldbank.org/en/news/immersive-story/2019/01/22/pass-or-fail-how-can-the-world-do-its-homework.
Tichnor-Wagner, A. (2019) Becoming a globally competent school leader. ASCD.
Wagner, T. (2009). Global Achievement Gap. New York: Basic Books, 227.
Winthrop, R. (2016) US leadership in global education: the time is now. Brookings. Retrieved January 1, 2021 from https://www.brookings.edu/research/us-leadership-in-global-education-the-time-is-now/.
World Learning. Retrieved January 1, 2021 from https://www.worldlearning.org/programarea/global-education/
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