Scotch Plains-Fanwood School District Global Competency Matrix Draft: May 16, 2012 District Goal Global Awareness: Our students will have a global perspective. Part 1. Rationale: What is a global perspective and why is it important? The globe has shrunk into an interconnected and interdependent village through global movement of goods, information, money and people. But this village is new, its residents have just moved in, and they don t know one another very well (Zhao, 60). Preparing our students to effectively engage in the world in positive ways requires the development of a global perspective. Schools have always been charged with preparing students for life beyond school; preparing students for the world today means not only knowing about the world, but also having the skills and dispositions to engage in the world. In addressing global perspectives as a district goal, we are reaffirming the idea that everyone has the potential to be a global citizen if they wish to, and is somewhere along that path towards the goal Global Citizenship is not an additional subject it is an ethos (Oxfam). This document aims to outline the various dimensions and aspects of a global perspective, including understandings, skills, and dispositions. Global awareness, or knowing about the world is not sufficient to effectively engage in the world, but it is a critical component. Students need to know about global cultures and global issues, but they also need to develop particular skills for engaging in those issues and with those cultures. The skills necessary for engaging in the global village are sometimes referred to as global competencies. However, being able to efficiently navigate the complex and interconnected world is a skill that can be used for destructive purposes as much as constructive purposes. Therefore, a focus on dispositions, or the development of a global perspective is a critical component to engaging in the world in positive ways. Those dispositions, in turn, enhance the development of global awareness, since in the globalized world, it is impossible to be competent in all world cultures, but it is essential to be open to new and different cultures (Zhao, 64). Oxfam suggests that a global citizen has the knowledge to make informed choices, a desire to change things, and the skills to do so. Others point out that the development of a global perspective does not just benefit the individual, but is, indeed, necessary for the survival of all: Global competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully, and productively with fellow human beings from diverse geographies (Reimers, EL, 2009). When students develop a global perspective, they develop the ability to address the critical issues of the modern world including peace and conflict resolution, expansion of human rights and equitable access to and responsible use of the world s resources. We strive to prepare our students to do just that, because as Zhao points out, For the global village to be a happy and prosperous place for all its residents, all people must accept the fact that their well-being is intricately interconnected with and dependent on others (64). GLOBAL COMPETENCY MATRIX 1
Draft, 5.16.12 Part 2. The Framework Document With this document, we seek to provide a framework for evaluating our progress in fostering a global perspective among all our students. This document can guide curriculum review and revision, analysis of instructional materials, and assessment of students knowledge, skills and dispositions related to the goal. Dimensions of a Global Perspective: Although the dimensions of a global perspective are interconnected, each dimension suggests a set of understandings, skills and dispositions for students to work toward. Perspective Consciousness Cross-cultural Awareness and Interactions State of the Planet Awareness and Global Issues Knowledge of Global Dynamics Awareness of Human Choices Knowledge Includes key content, concepts and understandings to be emphasized across the curriculum A student who has developed a global perspective has an understanding of the world and his/her place in it. This includes feeling secure in one s own identity in order to engage with others who are different from oneself, and the ability to recognize the global in the everyday local life. He or she is sufficiently familiar with a variety global cultures and issues so that he or she desires to engage in the study of unfamiliar cultures or issues. Skills These skills generally cut across all dimensions of global competency, but they are listed where there is a stronger connection A student who has developed a global perspective utilizes critical thinking skills in learning about and interacting with the world. Inquiry and critical thinking must be applied to their investigation of issues, and collaboration and cooperation to address issues must be utilized in a variety of ways. He or she develops verbal and written communication skills in order to participate in traditional and nontraditional methods of sharing and exploring ideas. Dispositions Experiences in all classrooms should cultivate these dispositions that influence how students interact with the world A student who has developed a global perspective views the world with open-mindedness, empathy and hope for a positive future. He or she is curious about the world, asks critical questions that can generate change and is reflective about his or her own ideas and actions. He or she is actionoriented and is able to make and act upon well-reasoned decisions. GLOBAL COMPETENCY MATRIX 2
Perspective Consciousness: Knowledge Skills Dispositions What is a perspective? How and why do individuals develop and apply perspectives? How can understanding my own and others perspectives help me to better understand the world? People have different perspectives, and those perspectives are influenced by many factors including culture, economic status, gender, religion, education, and others. Our own knowledge and understanding of the world is framed by our perspective. how to recognize one s own perspective the factors that influence that perspective that each person has a unique perspective that influences how they view the world and act perspectives shape how others see us, how we see others, and how we see ourselves the ways that perspectives influence the development of stereotypes and biases that can lead to discrimination and conflict that being self-aware is an important component of selfconfidence and self-esteem being comfortable in one s own skin is important in order to be comfortable engaging others why diversity is necessary and important Engage in perspective taking Practice perspective consciousness when learning about and interacting with people different from oneself Integrate multiple perspectives Exercise media literacy by identifying bias, evaluating sources for reliability, and seeking out sources from varied perspectives Think outside their box Utilize appropriate vocabulary when discussing or describing global cultures and issues Challenge assumptions, perceptions and stereotypes Detect bias, opinion and stereotypes Explore reasons for the existence of different viewpoints, especially those viewpoints that one disagrees with. Seek out multiple perspectives Reconcile different perspectives Resolve conflicts by understanding different perspectives Revise one s own perspective in the wake of new experiences and understandings Empathize with others Embrace the ideas of others, based on the belief that all people have the right to have a point of view Reduce prejudice locally and globally Be open to new ideas and ways of thinking Learn from the experience of others around the world GLOBAL COMPETENCY MATRIX 3
Draft, 5.16.12 Cross-cultural Awareness and interactions: How and why are cultures similar and different to each other? How does awareness of other cultures improve interactions among peoples? All people share in a common humanity, which is the connections we have with all other human beings in terms of our similarities and common needs. The concept of cultural universals reveals how all cultures develop ways of addressing those common wants and needs for its people. Cultural diversity should be valued and respected for the ways it enriches our world. Knowledge Skills Dispositions Various aspects of universality and diversity in the world How the concept of cultural universals helps us to recognize similarities among cultures Reasons why cultures have developed differently over time and place Cultures and nations have varied political, economic and social systems, and values That there are diverse human values and beliefs within and across nations and world regions How groups and individuals are affected by cultural blending, borrowing and change That diversity is present locally as well as globally How cultural awareness influences the way we relate to each other as human beings How cultural biases lead to the development of stereotypes, intolerance and hatred The multidimensional nature of cultures and religions Think critically about informational sources regarding other cultures, including recognizing bias, stereotypes, and generalizations Utilize a variety of resources to develop a more comprehensive understanding of various cultures Communicate with others in a respectful way Utilize interpersonal communications to learn about other cultures Recognize and negotiate differences in cross-cultural contexts, locally and globally Conduct effective interpersonal interactions in diverse cultural contexts, locally and globally Speak, understand and think in languages foreign to the dominant language of one s native country Examine sources to identify evidence of bias toward other cultures Respect, appreciate, celebrate cultural diversity, locally and globally Be curious about other cultures Consider culture when addressing conflicts or problems at various levels (individual, local, national, international, global) Extend the Golden Rule s treatment of others to different civilizations and cultures Develop cultural flexibility and adaptability necessary to develop empathy and trust Seek out experiences with other cultures, locally and globally Empathize with others who experience prejudice and discrimination Challenge bias and prejudice, locally and globally GLOBAL COMPETENCY MATRIX 4
State of the Planet Awareness and Global Issues: What are the major global issues that affect our lives? How are global issues today different from those of the past? Why do we need to understand global issues? Awareness of global issues is critical in understand the world we live in. Global issues are local issues. Challenges faced by people in various parts of the world are interrelated. The world faces issues today that are different from issues of the past. Knowledge Skills Dispositions The major political, economic, social and environmental issues faced by our world today The impact of the availability and scarcity of resources on societies, and the possibilities of sustainable development Challenges presented by the current distribution of wealth and power in the world among developed and developing nations The roots of conflict and dimensions of peace-building that will lead to lasting security Diverse views on the need for achieving social justice and equity The challenges posed by a changing global population and demographics The effectiveness of efforts to address the causes and effects of human rights abuses, locally and globally The parallels that many global issues have with matters in our immediate environment. Utilize effective research skills to explore various aspects of global issues Recognize the influence of bias and perspective in sources, and determine the validity of a source Seek alternative sources with to explore multiple perspectives Identify the varied aspects of a particular issue, representing its complexity across time and space Synthesize information and views from varied perspectives Communicate their findings effectively, both verbally and written, both formally and informally Engage in meaningful conversations with others to extend their understanding of global issues Find and select relevant evidence to support a position and present a reasoned argument Satiate a curiosity about the state of the planet and global issues Make informed decisions that have a positive effect on the state of the world, and avoid decisions that may be destructive Develop a lifestyle that demonstrates respect, care and concern for people and the environment Participate in relevant political processes that impact their world Encourage others to engage in the study of the world for the purpose of developing a global perspective GLOBAL COMPETENCY MATRIX 5
Draft, 5.16.12 Knowledge of Global Dynamics: Knowledge Skills Dispositions What are the dynamics of global interconnectedness? What are the complex systems that underlie global issues? What is the significance of global interconnectedness? Global issues are complex and involve various types of systems and connections. Actions in one part of the world affect people in other parts of the world. There are many global systems that affect our daily lives. That issues are complex. The ways that the local is connected to the global The ways that people, places and issues are interconnected, and that those interconnections mean our actions affect others, and their actions affect us The various systems that we are each a part of, including social, political, ecological, economic, and technological The effects of the development of global dynamics, systems, organizations, and the development of the flat world We are connected to others through trade, technology, migration and other systems The structures of power that create hierarchies and contribute to the oppression of minority groups (based on characteristics such as gender, race, ethnicity, religion, sexual orientation, etc.) Identify the relevant places, institutions, and systems related to a particular issue or topic. Engage in systems thinking, make connections and be able to wrestle with complexity Contextualize specific examples and situations in the larger context of global systems Identify systems and complexity in one s own and others daily lived experiences Think critically and creatively about the complexity of current global challenges Integrate cross-disciplinary materials when solving questions about globalization Seek out the complexity, recognizing there are no simple answers to global problems Discover and explore connections to others, locally, nationally, and globally Seek strategies for coexisting and cooperating with others within the global systems Understand the context of events, perspectives, views, issues Tolerate ambiguity and uncertainty in learning about the world GLOBAL COMPETENCY MATRIX 6
Awareness of Human Choices: Knowledge Skills Dispositions What are we doing and why? What are the effects of our choices? What are the problems we face and the possibilities for solving these problems? How can we make better, more informed choices? Choices by individuals and group affect other individuals, groups, and the world, today and in the future. Making an informed choice requires a critical evaluation of the options open to us and the possible implications of our choices. Inaction is often as powerful as action; we must be aware of the decisions we make, even if we choose inaction. The tensions between individualism and the common good. The complexity of human behavior and decision-making. How the actions of one person or group affect other people and/or the world, both now and in the future. All choices occur in a context, and evaluation of a decision should be made within that context. The changes over time in human decision-making; decisions of the past, present and future are interrelated and changing. Decisions to address a local issue may have larger, unintended global consequences How decisions made in other parts of the world affect us Identify forms of conflict resolution including compromise, negotiation, mediation, and diplomacy Apply appropriate problemsolving, decision-making and conflict resolution strategies to interpersonal, local, national and global challenges Articulate a position to justify a decision, supported with wellreasoned evidence Think critically about their role in society, locally and globally Recognize the role of values in inquiry and the creation of knowledge Able to effectively argue for a cause, utilizing a variety of communication techniques Recognize short-term and longterm consequences of decisions made by individuals and groups Work cooperatively and collaboratively with a group to determine and implement a course of action Express the belief that individuals can have a positive impact on the world and have a responsibility to do so Engage in the word in an action-oriented manner at all levels: personal, local, national, and global Develop well-informed opinions of situations and issues, and offer potential solutions Affect change based on wellinformed beliefs and decisions Participate in and contribute to the community at a range of levels from local to global Take responsibility for their actions Act in a way that demonstrates concern for injustice Challenge viewpoints that perpetuate inequality GLOBAL COMPETENCY MATRIX 7