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Electronic Outreach re Africa, Latin America and the Middle East
Posted by: mmerryfield on Wednesday, March 3, 2010Many Title VI Centers are developing electronic databases for teachers. Scroll down this page to find several exciting new resources on Africa, Latin America and the Middle East.
A Life Like Mine
Posted by: mmerryfield onA Life Like Mine tells the story of how children live around the world through four themes: survival, development, protection, participation. Excellent images and text suitable for upper elementary and middle school students. Truly has a global perspective. Includes many visuals and maps.
Is is published by UNICEF.
An Attainable Global Perspective. (1975).
Posted by: admin on Monday, February 8, 2010http://www.globaled.org/An_Att_Glob_Persp_04_11_29.pdf
Recommended because it a definitive piece on what is a global perspective. The author discusses five dimensions: (1) perspective consciousness, (2) “state-of-the-planet” awareness, (3) cross-cultural awareness, (4) knowledge of global dynamics, and (5) awareness of human choices.
Citation: Hanvey, Robert. New York: American Forum for Global Education.
Decolonizing the Mind for World-Centered Global Education.
Posted by: admin onRecommended because it focuses on three strategies that global educators use to decolonize students’ understanding of the world. These include (1) perspective consciousness, (2) contrapuntal knowledge, voices, and experiences, and (3) moving the center from colonial to global thinking and knowledge construction. The pedagogy builds off the work of W. E. B. Du Bois, Edward Said, and Ngugi wa Thiong’o.
Citation: Merryfield, Merry M., & Subedi, Binaya. 2006. In E. Wayne Ross (Ed.), Contemporary Perspectives on the Social Studies Curriculum, 3rd edition (pp. 283-294). Albany, NY: State University of New York Press.
Changing Perspectives on International Education. (2001).
Posted by: admin onRecommended because it explores the development of international and area studies in the U.S. The book focuses on (1) an overview of Title VI and international/area studies in the U.S., (2) current issues in international/area studies and higher education, (3) challenges and accomplishments in international programs, (4) internationalizing K-12 curriculum and instruction, and (5) trends for the future of international/area studies. The book also includes an extensive bibliography of print and web resources.
Citation: O’Meara, Patrick, Mehlinger, Howard D., & Newman, Roxana M. Bloomington: Indiana University Press http://iupress.indiana.edu.
Culture and Imperialism. (1993).
Posted by: admin onRecommended because it (1) provides a literary and cultural critique of imperialism and colonialism and (2) examines the connections between imperialism/colonialism and the culture reflected and reinforced by it. The book also explores how colonized/oppressed peoples and cultures created their own cultures of resistance and opposition.
Citation: Said, Edward W. New York: Vintage Books.
Beyond Experience: The Experiential Approach to Cross-Cultural Education, 2nd edition. (1993).
Posted by: admin onRecommended because because it represents the philosophy and educational technique of The Experiment in International Living (World Learning, Inc.) and World Learning, Inc.’s accredited college, the School of International Training. The book provides (1) a conceptual framework for cross-cultural experiential learning, (2) essays on the application of the ideas of cross-cultural experiential learning with exercises, simulations, and activities, and (3) an educational impact assessment guide. Sparrow’s Chapter 16 Examining Cultural Identity contains the Kluckhohn Questionnaire which has a Basic Attitude-Contrast Areas section that evaluates people’s attitudes towards people’s basic nature, life, death, suffering and pain, problem solving, animals, time, etc.
Citation: Gochenour, Theodore (editor). Yarmouth, ME: Intercultural Press.
Developing Intercultural Awareness: A Cross-Cultural Training Handbook, 2nd edition. (1994).
Posted by: admin onRecommended because it provides training/education materials for those interested in intercultural education/training and cross-cultural awareness. The 17 ‘Resource’ sections include simulations games, case studies, ice-breakers, and values and (intercultural) communication exercises. For example, the Culture Cue Bingo and Cross-Culture Values Cards exercises help learners explore cultural assumptions . The book includes a resource chapter on evaluating the effectiveness of the materials presented in the book. The book also includes a bibliography of simulation games, organizations & publications, films & videos, and other readings that focus on intercultural education.
Citation: Kohls, L. Robert, & Knight, John M. Yarmouth, ME: Intercultural Press http://www.interculturalpress.com
Global Education: A Study of School Change. (1998).
Posted by: admin onRecommended because it (1) presents the findings of a study conducted by the Center for Human Interdependence in Arkansas, (2) conceptualizes global education as a social and educational reform movement, and (3) explores and analyzes the issues, challenges, and promise of globalizing education, curriculum, and instruction. The final chapter offers an analysis of what does it take to globalize the curriculum of a school.
Citation: Tye, Barbara B., & Tye, Kenneth A. Orange, CA: Interdependence Press. http://www.interdependencepress.com ($24.95).
Global Issues in the Middle School. (1994).
Posted by: admin onRecommended because it contains twenty-seven (27) activities recommended for middle school students on exploring cross-cultural similarities. The book has an introductory chapter on the concept of global awareness and the activities are based on (1) studying human values, (2) studying global systems, (3) studying global history, and (4) studying global issues and problems.
Citation: Benegar, John, et al. Denver: Center for Teaching International Relations (CTIR)/Social Science Education Consortium ($24.95).
Global Perspectives for Educators. (1999).
Posted by: admin onRecommended because it provides a conceptual framework and category system for student and teacher analyses of global issues. Curriculum development and K-12 activities provide practical information for implementing global education. The book is recommended for pre-service and in-service teachers and teacher educators because it helps students/teachers develop critical thinking skills around global issues and global consciousness.
Citation: Diaz, Carlos, et al. Boston: Allyn and Bacon ($31.00).
Global Winners: 74 Learning Activities for Inside and Outside the Classroom. (1994).
Posted by: admin onRecommended because it contains 74 hands-on activities, role plays, simulations, etc. for in and out of the classroom that explore global issues. The book and activities are for K-12 students, college and university students, and adults. The activities focus on two key dimensions of global learning: (1) helping students to open themselves to positive change and (2) developing the ability to value diversity. The authors introduce the book with an introduction to global learning. The activities in the book explore (1) state-of-the-planet awareness, (2) developing perspective consciousness, (3) valuing diversity, (4) living responsibly with others, (5) understanding world issues and trends, and (6) expanding the capacity to change. The book also includes a resource section at the end.
Citation: Drum, Jan, Hughes, Steve, & Otero, George. Yarmouth, ME: Intercultural Press. http://www.interculturalpress.com
Global Teacher, Global Learner. (1988).
Posted by: admin onRecommended because explores and develops the theory and practice of global education in British contexts. The handbooks provide lessons and activities for primary and secondary students through its sections on (1) The Global Learner, (2) The Global Classroom, (3) The Global Curriculum, and (4) The Global Teacher.
Citation: Pike, Graham, & Selby, David. London: Hodder & Stoughton.
Getting Started in Global Education: A Primer for Principals and Teachers. (1997).
Posted by: admin onRecommended because it is an accessible primer on global education for administrators and teachers. The primer is divided in four sections with articles on (1) global foundations, (2) selected readings (on position statements from education organizations, questions and answers about global education, a principal’s perspective, and today’s global realities), and (3) making global education happen and a section on (4) resources (print and electronic).
Citation: Taylor, Howard E. (editor). Alexandria, VA: National Association of Elementary School Principals.
Improving Intercultural Interactions: Modules for Cross-Cultural Training Programs. (1994).
Posted by: admin onRecommended because it contains modules for intercultural training that include self-assessment exercises, case studies/critical incidents, key concept presentations, role-plays, group discussions, “homework assignment” reports, etc. For example, Chapter 8 (Intercultural Education at the University Level: Teacher-Student Interaction) provides information and activities (i.e., case study examples of Japan, Korea, and Nigeria, role plays, discussion questions, and a self-assessment exercise on instruction (teaching) styles) that explore the Five Dimensions of National Culture (power distance, individualism-collectivism, uncertainty avoidance, masculinity, and Confucian dynamism) and how they relate to cross-cultural teacher-student interactions.
Citation: Brislin, Richard W., & Yoshida, Tomoko. Published by Intercultural Press. http://www.interculturalpress.com
Figuring Foreigners Out. (1999).
Posted by: admin onRecommended because it is a self-instructional cross-cultural training manual. The manual/workbook (1) provides a brief overview of intercultural concepts, (2) contains relevant and user-friendly exercises, and (3) concludes with the four stages of cultural awareness: (1) unconscious incompetence, (2) conscious incompetence, (3) conscious competence, and (4) unconscious competence. The exercises in the book lend themselves to reader/user self-assessment of their level of cultural awareness and skills at cross-cultural communication and interaction.
Citation: Storti, Craig. Yarmouth, ME: Intercultural Press.
Intercultural Communication: A Reader (1994).
Posted by: admin onRecommended because the authors explore diverse perspectives on communication and interaction between the world’s cultures. The book is recommended for undergraduate and graduate college and university students. The book is organized in four parts: (1) Intercultural Communication: An Introduction; (2) Sociocultural Backgrounds: What We Bring to Intercultural Communication; (3) Intercultural Interaction: Taking Part in Intercultural Communication; (4) Intercultural Communication: Seeking Improvement.
Citation: Samovar, Larry A., & Porter, Richard E. (editors). Published by Intercultural Press. http://www.interculturalpress.com
In the Global Classroom: Book 1& 2. (2001).
Posted by: admin onRecommended because these books offer activities that provide a variety of interdisciplinary activities for primary, elementary, middle, and high school students focused on the themes of world awareness. Topics include interconnections, sustainability, perspectives, and cross-cultural encounters, equity, economics, development & global justice.
Citation: Pike, Graham, & Selby, David. Pippin Press.
Intercultural Interactions: A Practical Guide, 2nd edition. (1996).
Posted by: admin onRecommended because it provides a framework for understanding cross-cultural experiences. Chapter titles include: (1) Information for People about to Interact Extensively in Another Culture, (2) Information for Teachers and Cross-Cultural Trainers, (3) Host Customs, (4) Interacting with Hosts, (5) Setting in and Making Adjustments, (6) Tourist Experiences, (7) The Workplace, (8) The Family, (9) Education and Schooling, (10) Returning Home, (11) People’s Intense Feelings, (12) Knowledge Areas, and (13) The Bases of Cultural Differences.
Citation: Cushner, Kenneth, & Brislin, Richard W. Published by Intercultural Press. http://www.interculturalpress.com
Key Elements of a Global Perspective. (1993).
Posted by: admin onRecommended because it provides an analysis of how global education can be taught so that students learn to resist stereotypes, anticipate complexity, develop openmindness and other attributes of thinking globally.
Citation: Case, Roland. Social Education, 57(6), 318-325.
Pedagogy for Global Perspectives in Education: Studies of Teachers’ Thinking and Practice. (1998).
Posted by: admin onRecommended because it examines perspectives on current practice in global education from master teachers, practicing teachers, and pre-service teachers The article provides a thorough analysis of the commonalities of (teaching students about their own cultures and diverse cultures through multiple perspectives) and differences in (master teachers focus much more on global and local inequities, interdisciplinary approaches, higher level thinking, and cross-cultural experiential learning) in (global education) theory and teaching practice.
Citation: Merryfield, Merry M. Theory and Research in Social Education, 26(3), 342-379.
Making Connections Between Multicultural & Global Education: Teacher Educators & Teacher Education Programs. (1996).
Posted by: admin onRecommended because it profiles of programs and individuals that prepare teachers to teach from and about multicultural and global perspectives with an awareness of diversity and global interconnectedness in their teaching. The book has sections on (1) Learning from Current Practice: Looking Across Profiles of Teacher Educators and Teacher Education Programs, (2) Profiles of Teacher Educators and Teacher Education Programs by Country and Province/State (in Canada and the U.S.), and (3) Literature and Listservs for Making Connections Between Multicultural and Global Education.
Citation: Merryfield, Merry M. (editor). Washington, DC: American Association of Colleges of Teacher Education (AACTE). ($20 members/$25.00 non-members).
Living with Strangers in the U.S.A.: Communicating beyond Culture. (1991).
Posted by: admin onRecommended because it provides case study analyses and activities of students in an cross-cultural/intercultural communication class. Reading and vocabulary development are taught within the cultural contexts of a cross-cultural communication class. The book provides (1) practical methods for understanding culture and dealing with cross-cultural misunderstandings, (2) cultural interpretation exercises for learning about cultural differences, processes, and attitudes, and (3) project (ideas) for practicing cross-cultural communication and interaction skills. Included in the case studies and activities are activities that explore the Cultural Adjustment Cycle–honeymoon, culture shock, initial adjustment, mental isolation, and acceptance & integration, ways to identify where you are in the cycle, ways to help someone adjust to a new culture, etc.
Citation: Archer, Carol M. Englewood Cliffs, NJ: Regents/Prentice Hall.
Schooling for a Global Age. (1979).
Posted by: admin onRecommended because it provides a comprehensive examination on how curriculum and instruction can help or hinder the development of global perspectives. The book also presents arguments for and against aspects of improving and expanding global perspectives in elementary and secondary schools. Chapter titles are (1) A Visit to Middleston’s World-Centered Schools: A Scenario, (2) The World and the School: A Case for World-Centered Education, (3) Psychological and Institutional Obstacles to the Global Perspective in Education, (4) Imperatives for Global Education, (5) Elementary School Programs, (6) Secondary School Programs, (7) Other Agencies Promoting a World-Centered View: The World Outside the School, (8) Curriculum Planning for World-Centered Schools, and (9) Looking Ahead–An Agenda for Action. Pages 46-47 provide an excellent synthesis of three views of global education–(1) world-centered, (2) world affairs or foreign policy studies, and (3) world cultures or area studies.
Citation: Becker, James M. (editor). New York: McGraw-Hill.
Teaching about Global Awareness with Simulations & Games. (1994).
Posted by: admin onRecommended because it contains simulations and games for middle and high school students to help them explore global issues (i.e., technology and development, politics, human rights, and world trade and interdependence). The activity book contains detailed instructions/debriefing information and reproducible handouts.
Citation: Lamy, Steven, et al. Denver: Center for Teaching International Relations (CTIR) ($34.95).
Rethinking Our Framework for Understanding the World. (2002).
Posted by: admin onRecommended because it explores teaching about the blending of cultures, which involves the study of the increasing cultural hybridism and the growing interdependence of political, economic, military, health, and religious ideas associated with globalization that counters an educational framework based on the the imperial legacy of division.
Citation: Merryfield, Merry M. Theory and Research in Social Education, 30(1), 148-151.
Reconnecting: From National to Global Curriculum. (1995).
Posted by: admin onRecommended because it uses a four-dimensional model of global education–spatial, temporal, issues, and inner–to explore global education curriculum reforms in Canada, the UK, and Australia. The handbook also contains lessons, activities, and programs for middle to high school students in Art, English, Geography, History, Mathematics, Modern Foreign Languages, Science, and Technology. The handbook provides (1) examples of how to infuse global perspectives across the curriculum and (2) whole-school case studies of the implementation of global education.
Citation: Pike, Graham, & Selby, David. Surrey, UK: World Wildlife Fund for Nature UK.
Thinking Globally about Language Education. (1995).
Posted by: admin onRecommended because it explores three themes of what constitutes a global education in language education–(1) changing views of language and literacy, (2) acknowledgment of the sociopolitical nature of language and literacy, and (3) the nature of today’s classrooms. The chapters address the nature of language and literacy around the world and within our communities, families, and schools.
Citation: Chapman, Marilyn, & Anderson, James (editors). Vancouver, BC: Research and Development in Global Studies.
Thinking Globally about Social Studies Education. (1995).
Posted by: admin onRecommended because it explores (1) a four dimensional model of what it means to be globally educated–spatial, global issues, temporal, and inner–and five requisite strands of global education–systems consciousness, perspective consciousness, health of the planet awareness, involvement consciousness and preparedness, and process mindedness, (2) the goal of helping students see the world in non-ethnocentric, non-stereotypical ways in order to promote (a) open-mindedness, full mindedness, and fair-mindedness, (3) moral education and the development of empathy, (4) the concept/pedagogy of ‘hope’ in global education, (5) global education pedagogy in teacher education, and (6) social action projects as a pedagogical tool in global education.
Citation: Fowler, Robert, & Wright, Ian (editors). Vancouver, BC: Research and Development in Global Studies.
Worldly Teachers: Cultural Learning and Pedagogy. (1998).
Posted by: admin onRecommended because it is examines the extent to which extensive international study and experience affect teaching practice and how/why teachers learn, especially cultural learning, through an analysis of teacher narratives. Chapters explore (1) theoretical perspectives that helped the author to conceptually frame teacher narratives, (2) issues of participant voice and relationships, and (3) the lives and experiences of the teachers before their international experiences. The book also (1) analyzes the content and context of the teachers’ international experiences, (2) explores teachers’ beliefs about how their international experiences affect their lives and their teaching practices, (2) analyzes their personal and professional transformations, and (3) presents ways international experiences/education can be infused in curriculum.
Citation: Germain, Martha H. Westport, CT: Bergin & Garvey.
Thinking Globally about the Arts in Education. (1995).
Posted by: admin onRecommended because it explores the implications and contributions of the visual and performing arts in global education. Specifically, the book explores (1) the importance of seeing art from a cultural point of view, (2) the construction of the Other within the imaginary worlds of drama, (3) the meaning of art across cultures, (4) the ‘collective’ vision created by using the arts to recreate and re-imagine the world and ourselves, (5) the art and culture of indigenous peoples, (6) the origins of the International Society for Education through Art, and (7) the power of visual and literary metaphors in uncovering and examining global issues.
Citation: MacGregor, Ronald (editor). Published by The Research and Development in Global Studies Centre, the University of British Columbia, Vancouver, Canada.
Using Electronic Technologies to Promote Equity and Cultural Diversity in Social Studies and Global Education.
Posted by: admin onRecommended because it explores the potential of new electronic technologies to be used to promote equity, diversity, and cross-cultural understanding. Specifically, the article focuses on the use electronic threaded discussions and its application in social studies/global education graduate courses.
Citation: Merryfield, Merry M. Theory and Research in Social Education, 28(4), 502.-526.
Teaching World History: A Resource Book. (1997).
Posted by: admin onRecommended because it provides lesson plans and ideas that focus on cross-cultural exchange, global themes, and comparative analyses in order to teach historical thinking and inquiry. The book is divided into three parts: Part 1 explores approaches to teaching world history and provides world history curricular models; Part 2 explores world history topics and issues (i.e., gender, religion, art, environment, civilizations, political systems, literature, trade, technology, philosophy, etc.); Part 3 provides strategies and lessons for elementary through graduate-level students.
Citation: Roupp, Heidi (editor). Armonk, NY: M. E. Sharp.
Thinking Globally about Mathematics & Science Education. (1995).
Posted by: admin onRecommended because it proposes a philosophical framework for thinking globally in the sciences and mathematics. The book also (1) examines the relationship between environmental literacy and a global perspective, (2) discusses and acknowledges the contributions of ‘traditional’/indigenous science to the modern world, (3) suggest a ‘teaching for caring’ approach that could alter student attitudes, behavior, and values, (4) discusses teachers’ conceptualizations of the ‘environment and their views on environmental education, (5) explores how mathematical ideas developed from human needs, (6) presents the perspective that mathematics is not culturally pure/neutral, (7) discusses using ‘ethnomathematics’ as an integration the history of mathematics, anthropology, and cultural history, and (8) explores the impact of technology on reading and writing in global education.
Citation: Snively, Gloria, & MacKinnon, Allan (editors). Vancouver, BC: Research and Development in Global Studies.
Ancient Futures: Learning from Ladakh. (1993).
Posted by: admin onRecommended because it explores environmental, social, and psychological problems associated with our push for ‘progress’ and ‘development through an examination of the breakdown of Ladakh’s culture and environment (ecological balance and social harmony) because of ‘modernization’. The film is based on the Helena Norberg-Hodge (founder of ISEC) and Peter Matthiessen book of the same name.
Faces of the Enemy. (1987).
Posted by: admin onRecommended because Sam Keen, noted professor, author and lecturer, hosts this provocative documentary that confronts timely questions such as Who are our enemies?, How do we transform each other into monsters?, and How do these images create an atmosphere in which conflict increases? Vietnam veteran and author William Broyles, psychiatrist Robert Jay Lifton, mythologist Joseph Campbell, newspaper cartoonists and others discuss the sociological, psychological and political aspects of war as well as the strategies we use to dehumanize the enemy. The film also includes examples of propaganda-filled films and posters that were used during World War II and the Cold War. Recently, extremist groups in the U.S. have used aspects of these wartime tactics to disseminate their agendas. In the film’s most chilling revelation, death-row murderer David Lee Rice delivers an eerie echo of propagandistic rhetoric when he describes himself as a soldier in a war against inhuman enemies.
Review from Viewing Race, 07/2002.
Spaceship Earth: Our Global Environment. (1991).
Posted by: admin onRecommended because because it features international rock star, Sting and young people from six continents in an exploration of (1) connections between people, nature, and technology and (2) critical global and environmental issues.
Starting Small: Teaching Children Tolerance. (1997).
Posted by: admin onRecommended because it is an excellent training/in-service tool for early childhood educators. The video and supplementary guide (1) are designed for self-reflection or group discussion and (2) profile exemplary pre-K through 3rd grade classrooms in which peace, equity and justice are guiding themes.
Universal Declaration of Human Rights. (1988).
Posted by: admin onRecommended because this is the music video for the U.N. Declaration of Human Rights. Short psychedelic cartoons illustrate each of the Declaration’s 30 articles. They are mostly clever and amusing. For example, the segment for Article 12, which includes guarantees against arbitrary interference with correspondence, features a letter ripped out of an envelope and attacked by an army of needles poking and shredding. The entire series of short cartoons almost all of which are 30 seconds or less would make an excellent prompt for students to complete their own illustrations of these and any other rights they believe should be universal. Students could also be divided into small groups to perform improvisations based on the Universal Declaration or to create pantomimes and perform them as in a game of charades, with other students guessing which article is being acted out.
Review from Rethinking Schools/Rethinking Globalization Resources Page, 07/2002.
Basic Concepts of Intercultural Communication.
Posted by: admin onRecommended because Basic Concepts is an innovative and remarkable collection of essays in intercultural communication that includes both time listed classics as well as writing from a more contemporary viewpoint. Articles have been carefully selected and ordered in developmental sequence with the goal of generating a coherent picture. Selections include writings by Edward Hall, Benjamin Lee Whorf, Marshall Singer, Thomas Kochman, LaRay Barna, Milton Bennett, Jane Bennett and Peter Adler. Anyone interested in intercultural communication will want to add this book to his or her collection
Citation: Bennett, Milton. (1998). Intercultural Press. $26.95.
Host Family Survival Kit.
Posted by: admin onRecommended because the authors of this book provide an overview of hosting, beginning with the role of the exchange student in the host family. They follow this with a discussion of the skills needed for host parenting and an expanded examination of culture. They also focus on the stages of the hosting experience: Arrival, Settling In, Deepening the Relationship, Culture Shock, the Holidays, Taking Stock, Culture Learning, Predeparture, and Readjustment and discuss what to expect and make recommendations on handling day-to-day situations. This book will be welcomed by veteran host families as well as those contemplating hosting for the first time.
Citation: King, Nancy, & Huff, Ken. (1997). Intercultural Press. $15.95.
Cross-Cultural Dialogues.
Posted by: admin onRecommended because Cross-Cultural Dialogues is a collection of brief conversations between North-Americans and people of other countries and cultures. Brief as each dialogue is, it has within it at least one, and usually several, breaches of cultural norms which the reader is challenged to recognize. And a challenge it is. The exchanges are so brief and innocuous that even the wariest among us, are sandbagged by the dialogue’s hidden subtleties. Ten cultures are represented by the non North-Americans in the dialogues: Arab/Middle Eastern, British, Chinese, French, German, Hispanic, Indian, Japanese, Mediterranean/European, and Russian.
Citation: Storti, Craig. (1994). Intercultural Press. $19.94.
Figuring Foreigners Out.
Posted by: admin onRecommended because Figuring Foreigners Out is designed for anyone who wants help in figuring out the behavior of someone from another culture. After completing this workbook, readers will find themselves better able to incorporate new attitudes and behaviors into their dealings with people who view the world from a perspective different from their own. Perhaps the most remarkable aspect of this book is its universality. It is neither overtly nor implicitly oriented to one culture. Educators, trainers and individuals will profit from this user-friendly resource. It should be high-priority reading for anyone who may come into contact with people from foreign cultures.
Citation: Storti, Craig. (1999). Intercultural Press. $24.95.
Art of Crossing Cultures (2001)
Posted by: admin onRecommended because this new edition of The Art of Crossing Cultures explains why so many fail when they go to live and work in a new culture. Includes chapters on culture shock, working across cultures, and examples of cross-cultural misunderstandings. Storti’s core model of cultural adjustment is expanded.
Citation: Storti, Craig. (2001). Intercultural Press. $16.95.
Living with Strangers in the U.S.A.: Communicating beyond Culture.
Posted by: admin onRecommended because it provides case study analyses and activities of students in an cross-cultural/intercultural communication class. Reading and vocabulary development are taught within the cultural contexts of a cross-cultural communication class. The book provides (1) practical methods for understanding culture and dealing with cross-cultural misunderstandings, (2) cultural interpretation exercises for learning about cultural differences, processes, and attitudes, and (3) project (ideas) for practicing cross-cultural communication and interaction skills. Included in the case studies and activities are activities that explore the Cultural Adjustment Cycle–honeymoon, culture shock, initial adjustment, mental isolation, and acceptance & integration, ways to identify where you are in the cycle, ways to help someone adjust to a new culture. Reviewed by Andre J. Patterson, 07/2002
Citation: Archer, Carol M. (1991). Englewood Cliffs, NJ: Regents/Prentice Hall.
Do’s and Taboos around the World: A Guide to International Behavior, 2nd edition.
Posted by: admin onRecommended because it provides tips and cautionary tales for the international travel. The book has chapters on (1) protocol, customs, and etiquette, (2) hand gestures and body language, (3) gift giving and receiving, (4) American jargon and baffling idioms, and special sections on (1) a quick guide to the ways of the world and (2) tips for incoming visitors to the U.S. The quick guide to the ways of the world gives country-specific tips on general protocol, names/greetings, appointments/punctuality, hospitality/gift giving, and rules of conversation. Also, the hand gestures and body language section is useful for understanding non-verbal aspects of intercultural communication.
Reviewed by Andre J. Patterson, 07/2002
Citation: Axtell, Roger E. New York: John Wiley & Sons.
Education for the Intercultural Experience, 2nd edition.
Posted by: admin onRecommended because the authors explore intercultural experiences as a component of intercultural education and training. The authors examine (1) the nature of intercultural sensitivity, (2) the domestic and international contexts of intercultural relations, (3) the pedagogy of intercultural education, training, and orientation, (4) the cultural immersion and reentry phenomena, and (5) the experience of being culturally marginal. The focus of the authors’ examination are the premises that (1) education for intercultural experiences requires content and pedagogy radically different from traditional practices and (2) intercultural experiences are intense and challenging for participants. Included in the book are articles from Milton J. Bennett–Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity (ethnocentric stages: denial, defense, and minimization; ethnorelative stages: acceptance, adaptation, and integration), Janet M. Bennett–Cultural Marginality: Identity Issues in Intercultural Training (encapsulated and constructive marginality), and Gary R. Weaver–Understanding and Coping with Cross-Cultural Adjustment Stress (culture shock and internal and external culture).
Reviewed by Andre J. Patterson, 07/2002
Citation: Paige, R. Michael. (Ed.). (1993). Yarmouth, ME: Intercultural Press.
Better Together than A-P-A-R-T: Intercultural Communication/An Overview. (1996). Milton Bennett.
Posted by: admin onRecommended because Milton Bennett outlines fundamental concepts of intercultural communication in a style that brings complex theories to life. His presentation is both scholarly and entertaining. Bennett introduces his oft-cited model for developing intercultural sensitivity and explores in depth the requisites of intercultural competence. The following are some of the topics covered in the presentation: acculturation, stages of ethnocentrism, cultural values, cultural variation, verbal and nonverbal communication, styles of thinking, intercultural competence, and stereotyping.
62 Minutes. $250 for purchase. & $75 for 1-week rental. Intercultural Resource Corporation.
STUDY ABROAD 2005
Posted by: admin onRecommended because organized by country and city, this directory catalogs almost 1900 overseas programs offered by accredited U.S. and international institutions. The volume gives information on when and where each program takes place, application deadlines, courses offered, whether classes are conducted in English or the home language, orientation procedures, faculty, school facilities, availability of credit, profile of participants, total costs, financial aid and internships, living arrangements, cultural opportunities, and how to get more information. Includes a range of valuable travel tips.
Citation: Peterson’s, 2004.
Training for Travel to Africa
Posted by: admin onRecommended because it seeks to explore different types of miscommunications that can take place between Westerners and Africans due to the different cultural assumptions that these two groups have about each other. Contact the African Studies Centere at Boston Univeristy if interested in borrowing this video.
Global Learning On-Line
Posted by: admin on Tuesday, January 19, 2010Recommended because it provides links to information, activities, and resources for educators interested in teaching about global issues.
American Model United Nations International
Posted by: admin onRecommended because AMUN is a non-profit, non-governmental, educational organization associated with the United Nations Department of Public Information. The organization seeks to provide students–middle/high school through adults–with high quality, highly realistic simulations of the United Nations. AMUN provides assistance to those interested in participating in its annual conference. The site provides information on how to order AMUN’s Simulation Guide and Video Series. You can download the AMUN Handbook. Also, the site links to other important UN/Model UN links and information for middle and high school Model UN groups.
URL: http://www.amun.org/
Choices Education Program
Posted by: admin onRecommended because it provided high quality instructional materials on current world events and issues. Choices is a curricular program of Brown University’s Watson Institute for International Studies. The site also links to Teaching with the News, an archived collection of teaching ideas about current events. Responding to Terrorism: Challenges for Democracy, Shifting Sands: Balancing U.S. Interests in the Middle East, Global Environmental Problems: Implications for U.S. Policy, and Conquest, Conflict, and Commerce: The Colonial Experience in the Congo are examples of over 20 classroom/curriculum units offered by the Institute for purchase. This are not free as teachers have to order the units from the Choices Education Program Online Ordering Service.
Center for Teaching International Relations (CTIR)
Posted by: admin onRecommended because the Center offers programs (i.e., World Affairs Challenge, Rocky Mountain Model United Nations) and publications (i.e., Area Studies, Global Issues, Cultural Studies, Economics & Environment, Reading & Writing, Art, etc.) that help promote international education and understanding in K-12 classrooms. You can fill out and print the order form and mail it to CTIR Publications
2201 S. Gaylord Street, Denver, CO, 80208 Fax: 303-871-2456 or you can download the publications (Adobe Acrobat required). The World Affairs Challenge is an academic competition on international relations for middle and high school students. The Rocky Mountain Model United Nations is a mock dramatization of UN proceedings for high school and college/university students that promotes skills in public speaking, private negotiations and explores student knowledge about international relations, the United Nations and current events.
Foreign Policy Association
Posted by: admin onRecommended because the Foreign Policy Association (FPA) is a national, nonprofit, nonpartisan, nongovernmental, educational organization that educates Americans about significant international issues that influence their lives. Start by the Great Decisions Global Affairs Education Program and the Educators’ & Student Corners links. The Great Decisions Global Affairs Education Program is supplemented by a teacher’s guides & packets, briefing book, and classroom packets which are available through the FPA Bookstore. The Great Decisions guides include topics on world regions, terrorism, religion, globalization & trade, migration & refugees, the United Nations, and more.
URL: http://www.fpa.org/
Global Education Network
Posted by: admin onRecommended because it is an online directory which links to organizations, resources, and information on human rights, development, peace & justice, and the environment. The site also links to media sources that represent alternative perspectives on global issues, and icons on the site delineate whether the site is geared towards teachers or students. Start by the index. The bibliography also provides an annotation on relevant print resources.
Global Education Centre
Posted by: admin onRecommended because the Global Education Centre, a non-profit, non-government organization committed to global education, has resource materials (i.e., web resources, print materials, simulation games, and periodicals) for primary and secondary students (catalog available in .pdf format/Adobe Acrobat required) that teachers can borrow or buy. The web links provide links to resources and websites categorized by subject.
Global Learning and Observations to Benefit the Environment (GLOBE)
Posted by: admin onRecommended because it is a global science education site. GLOBE is a partnership between schools, colleges & universities, and the National Oceanic and Atmospheric Administration (NOAA), National Aeronautics and Space Administration, (NASA), the National Science Foundation (NSF), the Environmental Protection Agency (EPA), and 95 other countries. The purpose of this partnership is engage students in the scientific study of the environment through research-based initiative and activities that focus on advocacy and the training of future researchers for industry, academia, and government. Start by the Educators’ Corner link for learning activities, assessment tools, the educators’ forum, learning standards, and the Teacher’s Guide. This site is an excellent resource for science teachers!
The Global SchoolNet/Schoolhouse
Posted by: admin onRecommended because GSN via the Global Schoolhouse promotes international online collaborative learning via curriculum and internet project-based learning. The site links to programs (i.e., Cyber Torch, Friendship through Education, Children of Dreams, Travel Buddies, etc.) where teachers can view lesson plans, learning objectives, starter activities, discussion questions, and student assignments. K-12 students may be interested in the International CyberFair, an international challenge for students to produce an educational website by conducting research on their communities, GeoGame, Newsday, and Online Expeditions. The site links to resources. Start by the Projects Registry, Professional Development, Classroom Conferencing, Field Trips, News & Discussion Lists, and Make a Difference links.
Global Rivers Environmental Education Network (GREEN)
Posted by: admin onRecommended because it focuses on helping youth understand, improve, and sustain water resources in their communities. The site links to information and resources on how youth can become involved in watershed protection projects. The resources can either be downloaded (Adobe Acrobat required) or read online. Teachers and students may find the background information, help, mapping your watershed, watershed basics, identifying watershed problems, and water quality monitoring links very beneficial in understanding the process of protecting and sustaining water resources. The site also links to good resources for teachers and students learning how to conduct research on environmental issues.
Project Learning Tree (PLT)
Posted by: admin onRecommended because PLT, an international environmental education program for educators and students in Pre-K-12, is a program of the program of the American Forest Foundation, one of the most widely used environmental education programs in the United States and abroad. Contact your state/international PLT coordinator for information, resources, and materials. Check PLT curriculum materials for lesson plans, ideas, and activities for students in Pre-K-8 and 9-12. For community action and service learning projects, ideas, and activities, check GreenWorks!
URL: http://www.plt.org/
Cyberschoolbus
Posted by: admin onRecommended because Cyberschoolbus provides a wealth of information for educators on the world and its issues. Some sections are very kid-friendly.
UNICEF The State of the World’s Children
Posted by: admin onRecommended because of its many resources on the world’s children, their issues and lives. See reports on the state of the world’s children along with many other publications, information by country and other topics.
United Nations International Model United Nations
Posted by: admin onRecommended because it links to the Model UN conference. The Conference Handbook is available online (HTML and .pdf formats) for teachers and students preparing for Model UN conferences. The FAQ and Topics pages provide useful information.
World Learning
Posted by: admin onRecommended because because World Learning, a private, non-profit international educational services organization, offers educational and training programs that enable participants to develop leadership capabilities and cross-cultural competence required to advance international understanding, work effectively in multicultural environments, and achieve sustainable development at the community level or on a national scale. Start by the Experiment in International Living with international exchanges for high school students in Africa, Europe, the Americas, and Asia/Oceania.
Experiment in International Living
Posted by: admin onRecommended because of its efforts to introduce the homestay concept to the world by carefully preparing and placing ‘experimenters’ in the homes of host families to study other languages and cultures firsthand. Topics and materials included in this site are various cultural immersion programs (such as hosting, individual/au pair homestays, group travel, foreign language training, academic study abroad, volunteering, multinational group travel, etc.), fun facts about symbols and customs in different countries, and links to a number of travel resources and educational resources. The EIL offers great opportunities for individuals of all ages to share experiences, languages and customs with those from different traditions, and to gain lifelong friends and advance peace.
Intercultural Communication Institute
Posted by: admin onRecommended because the Intercultural Communication Institute, directed by Drs. Janet and Milton Bennett, is a private, non-profit foundation designed to foster awareness and appreciation of cultural difference in both international and local arenas. Topics and materials included in this site are information about summer institute, MA programs, and Certificate programs of intercultural communication. Bibliographies, conference information, links of publication, publishers, organizations, and intercultural websites are also available. Be aware of the fact that Intercultural Conflict Style Inventory is an instrument and training tool for measuring ability to recognize and respond appropriately to cultural difference in conflict styles.
MontageWorld: Your Global Learning Connection
Posted by: admin onRecommended because MontageWorld encourages global communications, creates virtual communities, provides practical and educational activities and develops research, problem solving and communication skills. Topics and materials included in this site are projects of various subjects, connection to ePALS, links to project partner schools, and teacher guide which helps teachers implement these projects. Be aware of the fact that teachers and students need to register as members before join any projects or receive newsletter.
The Odyssey: World Trek for Service and Education
Posted by: admin onRecommended because it features an “interactive world trek” that will link students in classrooms with education volunteers traveling around the world learning about different cultures authentically. Until 2000, the team has been visiting ten major non-western countries to document their histories and cultures: Guatemala, Peru, Zimbabwe, Mali, Egypt, Israel, Turkey, Iran, India, and China, and these ten countries compose five treks: Mexico Trek, Latin America Stage, Africa Stage, Middle East Stage, and India & China Stage. After US Trek, the recently completed Peace trek to Iraq after War on Iraq focused on exploration of the relationship between environmental, historical, and global issues and showed the fight for resources as a cause for conflict in our world. Topics and materials of each trek included in this site are Trek Connect which allows students contact educators, Time Machine which gives detailed timeline of each trip, Media and Special Guest which offers students pictures of the countries and opportunities of interacting with special guests, Teacher Zone which helps teachers use this site and implement activities in classrooms, and other different features depending on treks. Start by Teacher Zone on the homepage and click orientation for an overview of this wonderful site.
AFS
Posted by: admin onRecommended because AFS is one of the world’s largest community-based volunteer organizations dedicated to building a more just and peaceful world through international student exchange. More than 10,000 students, young adults and teachers participate in AFS programs each year. Not only do students and teachers can go abroad learning different cultures, but they can also choose to host international students and teachers. Topics and materials included in this site are details about going broad programs for teachers and students such as application process and program cost, how to become host families, and Global Educators Program which provides US educators with opportunities to teach in other countries, host international educators, or visit educators from other countries. Be aware of the fact that AFS USA is only one branch of entire AFS organization, you may click on www.afs.org for more information about AFS and branches in other countries.
URL: http://usa.afs.org/
Council on Standards for International Educational Travel (CSIET)
Posted by: admin onRecommended because CSIET is a private, not-for-profit organization which establishes standards for, monitors, and disseminates information about reputable international youth education and exchange programs. Topics and materials included in this site are CSIET’s annual publication, the CSIET Advisory List containing information about programs which have been evaluated and deemed to meet CSIET’s national standards, as well as the CSIET Standards which apply to for-profit and not-for-profit programs, long and short-duration experiences, and homestay and travel programs for US high school students going abroad and for high school students from foreign countries coming to the United States. Be aware of the fact that, to receive CSIET Advisory List and fully access to service provided by CSIET, individuals or educational organizations need to apply for membership. For individuals, the membership fee is $65.
NAFSA: Association of International Educators
Posted by: admin onRecommended because it promotes the exchange of students and scholars to and from the United States. NAFSA provides a forum for discussion of issues and a network for sharing information as it seeks to increase awareness of and support for international education in higher education, in government, and in the community. Topics and materials included in this site are public policy of international education, resources for teachers and students such as training, publication, grants & scholarships, immigration advising resources, and links to governmental, non-governmental, international, and non-profit organizations and sites in the field of international education. See materials on internationalizing teacher education and conference information.
Intermundo: Intercultural Communication
Posted by: admin onRecommended because this site promotes intercultural communication through providing intercultural communication-related information and provides very practical and useful materials. Topics and materials included in this site are culture quiz which uses questions and answers to help you understand different cultures, reviews of articles and books which highlight issues such as cultural difference and strategies of handling cultural conflicts and cultural shock, information of conferences related intercultural all over the world, culture forum which allows users to discuss cultures online, and glossary of intercultural terms. Be aware of the fact that to fully access the articles or services provided by Intermundo requires users to sign up for membership, which is free of charge.
Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding (Texas)
Posted by: admin onRecommended because this affiliate website of the PEACE CORPS is useful for complementing teachers’ web resources. It presents well organized lessons plans in two units with different approaches to promote cultural awareness in the K-12 classroom. It also provides worksheets and links to World Wise Schools, which connect users to more lessons and countries and cultures. This is a great site to look at Culture beyond the United States (unit II).
Reviewed by April Lukacsko, 3/27/02
Culture of the Other
Posted by: admin onRecommended because this is an educational website about globalization and intercultural exchange. This website gives possibilities for discussion on globalization, assignments and educational tips for projects and extended essays. Topics and materials included in this site are interesting assignments about: art, the internet, Olympic Games, tourism, identity, mass media, consumption, culture, migration, discrimination and topical subjects.
Youth for Understanding
Posted by: admin onRecommended because YFU provides a worldwide movement of committed individuals and organizations working together to prepare young people between the ages of 15 and 22 for their responsibilities and challenges in a changing, interdependent global community. Topics and materials included in this site are information for American students such as international exchange programs and becoming host families, as well as opportunities for international students to come to the U.S.A.. Each section is full of detailed information, answers and encouragement to help students learn about global education and enjoy international exchange. Be aware of the fact that this site also provides a chat room (simply log in with a nickname and start chatting) and contact information of YFU program alumni and parents to discuss related matters and answer questions.
LANIC
Posted by: admin onRecommended because LANIC stands for the Latin American Network Information Center, and is a incredible clearinghouse of information. The “maps” page supplies regional overviews and country maps. This is a VERY large site, however its alphabetized listing make it easy to use. Reviewed by Stace Rierson, 2/2002; updated by Tim Dove 09/2003.
Study Abroad (Ohio State)
Posted by: admin onRecommended because the Center for Latin American Studies and the Department of Spanish and Portuguese at The Ohio State University travels every summer for an intensive Seminar Abroad, a two-week workshop in the Spanish language in a natural linguistic and cultural context, where students receive university credit for that experience. Both native and non-native speakers of Spanish are invited to apply. The Summer Seminars Abroad for Spanish Teachers (SSAST) have been offered annually since 1991, moving to a different site every two years as a way of presenting as many faces as possible of the Spanish-speaking world to educators and students of Spanish. Be aware of the fact that this year the department is travelling to Paraguay! Tim Dove Last Modified: 11/06/2004
Worldwide Classroom
Posted by: admin onRecommended because this site is one of the largest international consortia of schools in the world, containing information on over 10,000 schools in 95 countries. Schools are conveniently listed both by country and by category. Start by Find Schools since it provides some ways to find schools that you would like to contact with.
Deutscher Akademischer Austauschdienst (German Academic Exchange Service) DAAD
Posted by: admin onRecommended because the DAAD is one of the largest academic exchange organizations promoting international academic relations and cooperation for students, faculty as well as administrators. Start by chosing from the extensive menue of Scholarships, Study Abroad, News, Events and Conferences, German and European Studies, German Academic International Network (GAIN), and Publications and Downloads. A free newsletter is available in German and English under Subscribe. Be aware of most programs are designed for higher education and/or faculty members but there are some summer programs and internships that could apply to high school students.
URL: http://www.daad.org/
Outreach World
Posted by: admin onRecommended because of its resources on the Middle East and Africa. Here you’ll find news about various outreach activities currently taking place as well as upcoming workshops, conferences and professional development opportunities offered locally, regionally, nationally and overseas. Start by clicking on Resources to search for units, lessons and instructional aids by global region, country, subject, grade level, etc.
The East-West Center
Posted by: mmerryfield onRecommended because the East-West Center supports teaching and learning about Asia and the Pacific region across the curriculum. AsiaPacificEd Program offers unique opportunities for educators and students from throughout the United States and the Asia Pacific region to learn and work together across borders – through best practice institutes and workshops in Hawaii, travel study programs in Asia (for American participants) and in the United States (for Asian participants), and hands-on service learning projects to assist communities in need in the Asia Pacific.
StudyAbroad.com — Educational Directories Unlimited
Posted by: admin onRecommended because Educational Directories Unlimited is a resourceful commercial site with thousands of study-abroad programs for U.S. students from high school and college levels to graduate and adult levels in over 100 countries, as well as for non-U.S. students to study in USA. It provides numerous links to travel essentials, products and services. Start by “GUIDE ME through studyabroad.com” on its homepage and find out what suits your need. Be aware of the fact that you may search the programs by city, country, subject, etc. There is also a multitude of financial aid resources inside studyabroad.com/forum,This website is originally recommended by Duke University Center for International Studies.
The English Language Programs Division-United States Information Agency (USIA)
Posted by: admin onRecommended because it creates and implements high quality, targeted English language programs in specific regions and countries of the world. All programs are administered through the local American Embassy or Consulate. Start by looking through the programs or materials of interest to you. Be aware of the fact that this website provides information mainly for U.S. teachers on opportunites and resources for teaching English abroad.
American Institute for Foreign Study (AIFS)
Posted by: admin onRecommended because it organizes cultural exchange programs throughout the world and helps program participants learn vital language skills as well as the ability to function in different cultures. Start by clicking one of the affiliate website links listed on the homepage, including Academic Year in America (for high school students), ACIS (educational travel for high school students and teachers), CISI (insurance), College Study Abroad, Summer Advantage, Summer Institute for the Gifted, etc.
URL: http://www.aifs.org/
U.S. Network for Education Information (USNEI)
Posted by: admin onRecommended because it provides extensive links to authoritative sources of information about foreign education systems and information to help American students, parents, and educators who are contemplating an educational experience abroad. It is an interagency and public/private partnership whose mission is to provide official information assistance for anyone seeking information about U.S. education and for U.S. citizens seeking authoritative information about education in other countries. Start by choosing one of the links from the two categories, International Education and U.S. Education, to find out more information on the topic of your own interest.
Friends of World Teaching
Posted by: admin onRecommended because it maintains up-dated lists of all American Community Schools, International Schools, Church-related and Industry-supported schools, private, and governments schools; listings for all schools and colleges where American and Canadian educators may seek employment. Be aware of the fact that state certification is not always necessary. There is a small fee for application information for the countries of your choice. To obtain a free descriptive brochure, write to:
FOWT
P.O. Box 1049
San Diego, CA 92112-1049
Tel: 800/503-7436 or 619/224-2365
URL: http://www.fowt.com/
The Institute of International Education (IIE)
Posted by: admin onRecommended because IIE is an experienced global higher education and professional exchange agency as well as the administrator of the Fulbright Program, the U.S. Government’s premier public diplomacy initiative. It provides training and leadership development programs for public and private sector professionals around the world, and organizes democracy-building, civil society and human rights training initiatives in transitional societies. Also, it initiates projects that help students and scholars worldwide, including testing and advising, scholarships, information on opportunities for international study, and emergency financial assistance. Start by browsing proper categories such as Students, Scholars, Educators, Professionals, etc. to find out most related and appropriate information that suits your need. This website is originally recommended by Center for Studies of Global Changes, Indiana University.
URL: http://www.iie.org/
IIE Passport: Living and Learning Abroad
Posted by: admin onRecommended because it designs and implements programs of study and training for students, educators, professionals and trainees from all sectors with funding from government and private sources. It has administered the Fulbright Program on behalf of the U.S. Department of State since the program’s inception over 50 years ago. It also designs exchange programs and technical training for other governmental agencies, corporations and foundations, and conducts policy research and provides advising and counseling on international education and opportunities abroad. Be aware of the fact that this is an affiliate website of www.iie.org and www.iienetwork.org.
Peterson’s Study Abroad Channel
Posted by: admin onRecommended because it provides information about colleges and universities, career schools, graduate programs, distance learning, executive training, private secondary schools, summer opportunities, study abroad, financial aid, test preparation, and career exploration. Be aware of the programs it offers are mainly summer-long and semester-long programs available to U.S. students.
Study Abroad Directory–GoAbroad.com
Posted by: admin onRecommended because it provides comprehensive international education and alternative travel databases, and utilizes data driven programming to provide the most up-to-date and accurate information on studying abroad. It is a very user-friendly site, graphics are developed with load time as a priority, search directories and content are created as the market demands. Start by searching by the destinations (countries) and the subjects of your own interest. You may also check out the Why Study Abroad? to get a clearer picture of studying abroad. Be aware of the fact that there is another page of programs and information for High School Students.
Learning Abroad Center, University of Minnesota
Posted by: admin onRecommended because it provides innovative international learning experiences that expand and redefine the world for a diverse population of students, colleagues, and staff. It also offers a full range of advising and support services to students on such issues as program selection, academic planning, financial planning, registration, credit, cultural adjustment, travel planning, travel products, and re-entry. Start by searching through the Programs section. Be aware of the fact that a variety of program options have been developed to address the diverse needs of students. Programs vary in length, level, academic focus, teaching format, language requirements, cost, and degree of independence demanded of the participant.
UNESCO–Studying Abroad
Posted by: admin onRecommended because it provides updated information on higher education systems, quality assurance and accreditation issues, transnational education including open and distance learning (ODL) provisions and virtual universities, admission procedures or access models world-wide. Start by one of the three issues, Access, Mobility and Quality Assurance, which will answer your questions about studying abroad.
University of Northern Iowa Overseas Placement Service for Educators
Posted by: admin onRecommended because UNI is home to the oldest international recruitment event in the world, committed to providing quality service to schools and educators worldwide. It connects International K-12 schools with interested certified educators year round. Services offered include the UNI Overseas Recruiting Fair, credential and referral services, and related publications. Start by checking out information on UNI Overseas Recruiting Fair for latest programs available each year.
WorldTeach
Posted by: admin onRecommended because it is a non-profit, non-governmental organization based at the Center for International Development at Harvard University which provides opportunities for individuals to make a meaningful contribution to international education by living and working as volunteer teachers in developing countries. It places college graduates as volunteer teachers in Costa Rica, Ecuador, Namibia, Poland, South Africa, Thailand, and other countries for a one-year teaching commitment in secondary schools. Subjects taught include natural and social sciences, mathematics, art, home economics, and English as a foreign language. Start by its “Programs” section, including different types of teaching programs overseas such as Year-Long Programs, Nature Guide Training Programs (NGTP), 2-Month Summer Programs, etc. Be aware of the fact that applicants accepted from all majors; no prior language or teaching experience required; housing and local salary provided; limited financial aid available; application deadlines vary according to country.
Title VI Language Resource Centers
Posted by: admin onTitle VI federally funded centers offer outreach to teachers in many languages. These often include instructional materials, films, and guest speakers.
Center for Teaching International Relations
Posted by: admin onRecommended because the goal CTIR is to become the premier provider of international education services for American youth, teachers, and schools. Not only does it create avenues for school-aged youth to engage directly in global issues, but it also assist teachers in bringing a global dimension to their classrooms via curriculum materials and professional development. Start by Professional Development Courses which offers graduate level, content-rich continuing education courses for K-12 teachers. Course topics include world history, comparative politics, cultural and physical geography, foreign languages, and economics. Be aware of the fact that all courses require pre-registration. To register by phone, or to receive additional information, contact Amy Meldrum at 303-871-2697 or email ctir-coga@du.edu.
URL: http://www.ctir.org/
East-West Center
Posted by: admin onRecommended because it is an internationally recognized education and research organization that helps promote the establishment of a stable, peaceful and prosperous Asia Pacific community in which the United States is a natural, valued and leading partner. Start by Education , which provides information about Asian Studies Development Program and AsiaPacificEd Program for Schools for K-12 Programs and Faculty Development.
Center for the Study of Global Change (Indiana University)
Posted by: admin onRecommended because it offers summer institutes, instructional materials and other resoruces for teaching about globalization and global issues.
ePals: Classroom Exchange
Posted by: admin onRecommended because K-12 classes can locate schools in Africa, which are interested in communicating by e-mail. IRC Chat in English, French, Swahili, Afrikaans and other languages. You may find exchange partners based on different channels such as teachers, students, parents and higher education. Start by visiting the Introducing ePals section to learn more about the site. Here, visitors can read about the purpose of ePals and learn more about sponsorship opportunities and policies.
GoAbroad.com
Posted by: admin onRecommended because it is an online resource for information about study abroad, language schools, overseas internships, international volunteer positions, teaching abroad opportunities, and eco-travel. Strength(s) of site — loads quickly and easy to navigate. Start by visiting the Teach Abroad Opportunities section. Select a country of interest and access available positions. Most positions are for volunteers. Be aware of the fact that there is a new link geared to high school students
Peace Corps World Wide Schools
Posted by: admin onRecommended because this site seeks to match students in U.S. classrooms with Peace Corp volunteers around the world. A major goal of the Peace Corp World Wise Schools is to promote the development of cross-cultural relationships between student, teachers and Peace Corp volunteers. Start by clicking on the links below to learn more about the Peace Corps’ programs as it relates to cross-cultural learning. The programs are CyberVolunteer and the Correspondence Match Program. In addition, the site has information about lesson plans, world wise videos and activities appropriate for grades 3-12. Many of the lessons and activities can be downloaded and printed for classroom use.
The Stanford Program on International and Cross Cultural Education (SPICE )
Posted by: admin onRecommended because it provides educators with curriculum resources on international and cross-cultural topics. Strength — easy to navigate, SPICE has produced over 100 supplementary curriculum units on Africa, Asia, Latin America, Europe, the global environment, and international political economy, ordering information is available at the site. Start by visiting the Mapping Africa section. This unit introduces students to the physical and political features of the continent of Africa. Also highly recommended is Why Is There Hunger in Africa: Nature Pleads Not Guilty. This unit makes use of case studies from Africa to explore the roles that conflict, local decision-making, international policy, aid/structural adjustment programs, technology, and the environment play in determining who does and does not have adequate food.