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EDUC 4P35- Final Assignment Dr. Michael O'Sullivan June 2, 2023

As the world becomes more complex, global education and global citizenship education are becoming increasingly important to prepare students for their futures. O’Sullivan and Vetter (2007) present an analysis of the GE/GCE program at W.H. Knight Elementary School, where teachers responded instinctively to the realities of globalization, the ecological crisis, and pandemics. O'Sullivan and Vetter (2007) provide valuable insight into the pedagogic practices of teachers at W.H Knight Elementary School, who lacked formal training in GE/GCE. The teachers at W.H. Knight Elementary School demonstrated a commitment to fostering global awareness among their students. Among the topics they taught were world cultures, global issues, and international cooperation. Students were taught about the interconnections of our world through the integration of these themes into their curriculum. A global citizenship approach is aligned with GE/GCE definitions that emphasize fostering students' knowledge of global interdependencies. Also, the article suggests that the teachers at W.H. Knight Elementary School aimed to equip their students with the skills and competencies required for active global citizenship. The teachers promoted analytical thinking, compassion, and cross-cultural communication abilities by involving the students in project-based learning, group projects, and problem-solving activities. These skills are crucial parts of the GE/GCE because they let students interact with many viewpoints and successfully handle global concerns. The article suggests that the professors wanted to implant principles and attitudes related to global citizenship, even if it does not express this clearly. For instance, the teachers aimed to foster a feeling of common humanity and a commitment to social justice by focusing on respect, tolerance, and accountability. These principles support the goals of GE/GCE because they foster empathy, moral judgment, and an awareness of social, economic, and environmental challenges.The educational encounters detailed in the article suggest that the instructors at W.H. Knight

Elementary School adhered to a variety of GE/GCE criteria. They demonstrate a commitment to GE/GCE principles by responding naturally to global circumstances, putting a priority on global awareness and interconnection, concentrating on building skills and competences, and promoting values and attitudes associated with global citizenship. In the citation on page 17, Nodding’s is quoted as suggesting that "the local must be at the center of education from a global perspective." Although global education is vital, this remark indicates that it should also be based on local circumstances and experiences. Nodding’s probably highlights how important it is to relate students' local surroundings, cultural origins, and communities to global challenges and concepts. There are examples of the instructors at W.H. Knight Elementary School incorporating the local into their approach to global education in the classroom activities mentioned in the article. For instance, the report notes that the instructors included courses on international collaboration, global challenges, and foreign cultures. They gave students the chance to investigate and comprehend issues at the global level in light of their personal lives and local communities. The educators at W.H. Knight Elementary School enabled kids to meaningfully link their immediate surroundings and more general world challenges by blending the local into global education. This method encourages students to have a feeling of personal connection and engagement with the material by assisting them in understanding the significance and influence of global processes on their own life. The article's overview of the educators' role in starting the global education program at W.H. Knight Elementary School and the principal's active participation are both essential to the program's success. The teachers' drive to equip students for the difficulties of a globalized society is evident in their effort in incorporating global viewpoints into their curricula and instructional methods. Nevertheless, the school's global education program would not have been

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as successful without the principal's active encouragement and support. The principal's backing gives the global education program validity and recognition, therefore playing an active role in supporting teacher ideas is crucial. When the principle recognizes and supports the teachers' efforts, it makes it evident to the rest of the school community that the principal values and prioritizes global education as part of the school's goal. This acknowledgment contributes to the development of a supportive educational environment where global education is prioritized. Additionally, the principal's assistance can assist in overcoming any obstacles or difficulties that the instructors may have when putting the global education curriculum into practice. The principal gives the teachers the tools they need to successfully incorporate global viewpoints into their teaching methods by offering resources like professional development opportunities, funds for materials, and time for cooperation. The teachers' learning experiences are eventually enhanced by this support, which helps them to better comprehend global concerns and improve their teaching techniques. The effectiveness of the program may be seriously hampered if the principal had no interest in the global education concept. Without the principal's assistance, the instructors could have difficulties including scarce resources, low levels of respect, and little prospects for career advancement in international education. A fragmented approach where the global education efforts are contained inside certain classes and fail to have a coherent influence throughout the school may result from a lack of institutional support and motivation. Being a child soldier is a horrific and extremely upsetting experience. Individuals who are sought out, pressured, or forced to take part in military engagements, frequently against their choice, are known as child soldiers. The majority of the time, armed organizations or military forces employ minors under the age of 18 as combatants, spies, messengers, or in other support

capacities. Child soldiers are recruited and used in breach of international humanitarian law and in egregious violation of children's rights. Child soldiers are also taken advantage of and viewed as property. Female child soldiers are often raped and left to take care of the child themselves with little to no assistance. As a teacher of intermediate or senior students, I would undoubtedly be concerned about directing my students to a facility in Asia or Africa that deals with the rehabilitation of child soldiers. A reason I would be worried is just because living in country like Canada we do not see these in our everyday life and situations that child soldiers have gone through is things students here have probably never experienced or seen/heard. Linking them to rehabilitation center for Child soldiers although would be very eye-opening and educational. In addition, to prepare them I believe it is essential to approach this topic with sensitivity and consider the readiness and maturity of the students. Despite, my concerns, i would not take a pass on an opportunity like this because in schools the main focus is mostly academics and not enough of learning life lessons that will also help students in the real world. Therefore, this opportunity would help in the social aspect of learning. Therefore, it is essential to emotionally prepare learners and foster empathy before engaging in opportunities like these. Empathy and understanding may be promoted through participating in discussions, reading pertinent books, viewing relevant films, and inviting guest speakers who can provide firsthand experiences or insights. The grade 7 teacher's original investigation into the effects of HIV/AIDS on children in Africa, along with the inclusion of math and geography classes, offers students an interesting and interdisciplinary learning opportunity. I want my students to become responsible citizens and global citizens. Studying how HIV/AIDS affects children in Africa promotes civic engagement and global awareness. I would like for my students to understand their duties as global citizens

and how global concerns are intertwined. A feeling of social responsibility and the significance of taking action to solve global concerns are promoted by examining how activities and policies in various regions of the globe have effects that go beyond national boundaries. The article emphasizes the outstanding initiatives taken by the instructors at W.H. Knight Elementary School to offer a worldwide education experience. The instructors showed a great commitment to include global viewpoints into their curriculum despite their lack of professional training. They made an effort to provide kids the abilities they would need to survive in a globally linked environment. The instructors' inclusion of both local and global perspectives, as well as the principal's active support, are both factors in the program's success. The school's effort to promote global education is admirable and shows potential overall. I would feel comfortable attending the W.H. Knight Elementary School Global Education team as a future educator. The principal's supportive leadership and the teachers' dedication foster a supportive and cooperative work environment. My teaching philosophies are exactly in line with the emphasis on involving learners in global concerns, encouraging understanding, critical thinking, and integrative abilities. To protect each student's emotional readiness and well-being, significant thinking and sufficient preparation are required when discussing delicate subjects like child soldiers.

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Work Cited A Critical Review of O’Sullivan & Vetter (2007). Teacher-Initiated, Student-Centered Global Education in a K to 8 School. Journal of Teaching and Learning, 4(2), pp 13 – 28. AFP NEWS AGENCY. (2009, January 26). The life of a child soldier in Congo . YouTube. https://www.youtube.com/watch?v=aLTPk0VdtHs

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