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University of People EDUC 5810: Living and Learning Globally Dr. Vicky Nixon April 26 th , 2024 Portfolio unit 3

How can you facilitate opportunities for students to develop in considering global issues, asking critical questions, and working for social justice as change agents? Introduction Providing opportunities for pupils to engage with global concerns and advocate for social justice need a method that encourages inquiry and critical thinking. "Recognizing and acting on our influence to effect substantive change is what social justice is all about." (Dell’Angelo, 2014). Giving students opportunities to learn how social change occurs and how they may be both actors and participants in the process, as well as various activities with a social justice slant, are examples of great teaching techniques. Teachers should provide high-quality material instruction, and a social justice emphasis is necessary in all classrooms because it promotes higher-order thinking and lifelong learning. Here are some strategies I would consider incorporating into my teaching practice: - Creating a Culturally Responsive Classroom Environment : Encourage an inclusive classroom culture in which students feel comfortable sharing their ideas. "In addition, I would stress to the children the need to work together rather than on their own." (Stille and Cummins, 2013). Encouraging discussion that recognizes varied perspectives and cultural origins allows students to learn from one another. Global education and its global components may help all students, therefore I must continue to put out effort, and I invite the students to brainstorm topics for discussion in this situation for everyone's education.

Connecting with Real-World Issues and Multiple Points of View There is a need to make what I teach as relevant to the day's events as possible by providing opportunities for students to engage with their local communities and take action on problems that are important to them. "Connecting contents from the news into their lessons by choosing a controversial topic or asking the students if they have any concerns about what they have been hearing is an excellent opportunity to teach high-level thinking skills." (Dell’Angelo, 2014). Collaborate with local groups or community leaders to create meaningful projects in which students may make a positive difference by fostering thought on the social justice consequences of their actions. Integrating Global concerns into the Curriculum : Incorporate global concerns into the curriculum through subjects such as literature, history, current events, and other disciplines to investigate global challenges including climate change, human rights, and inequality. Teaching social justice in schools is a hollow promise if we do not tap into the full range of our educational institutions' intellectual capacity. Teachers must encourage students to assess situations from different angles and consider their local and global consequences. Include real evaluations. Using authentic assessments, I can educate students to make a difference in the world by involving them in real-world problem-solving through social justice. As a teacher, I would use teaching strategies that help students recognize the connection between the two ideas by assisting students in better understanding how they can make changes in their lives as social

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justice agents. "Accurate evaluations give students the chance to write for real people, share their expertise with a large audience, and do work that happens outside of the classroom." (Dell’Angelo, 2014). Promoting Critical Thinking, Technology, and Global Connections : encouraging children to ask questions, challenge assumptions, and critically assess material, teaching them research skills, and analyzing sources for trustworthiness and bias. Most of these amazing social justice lessons center on digital technologies. Virtual exchanges, collaborative projects, and online forums can extend students' viewpoints and encourage empathy and understanding across cultures, as well as responsible use of technology for social change. LiveTiles, (2019) states that "teachers can build a user-friendly multimedia classroom that incorporates all these related social justice teaching resources using Live Tiles Mosaic, a free UI design solution for any K-12 class with an Office 365 tenant." Furthermore, social media can be used to exchange pertinent ideas. Role modelling and leadership. I should provide a good example of citizenship and social justice advocacy by pushing for a consistent set of progressive classroom regulations that promote diversity and tolerance throughout the school year, as well as student input. I may share my experiences and involvement in social issues, as well as invite guest speakers from the community to inspire and advise students. I can also encourage students to identify role models and mentors who can help them grow personally and become activists.

Conclusion As globalization progresses, students become increasingly aware of the numerous difficulties that must be resolved. Students would be better prepared to confront these issues, one tiny step at a time, if they received a good 725 Words

References Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent, England: Trentham Books. Dell'Angelo, T. (2014, September 29). Creating Classrooms for Social Justice. Edutopia. https://www.edutopia.org/blog/creating-classrooms-for-social-justice-tabitha-dellangelo . Gaztambide-Fernández, R. (2011). A cultural production approach to anti-oppressive inclusion. In C. Rolheiser, M. Evans, & M. Gambhir (Eds.), Inquiry into practice: Reaching every student through the inclusive curriculum (pp. 13–15). Toronto: Ontario Institute for Studies in Education. Available http://www.oise.utoronto.ca/oise/About_OISE/news_article_110623.html . LiveTiles. (2019, July 26). 8 Engaging Ways Teachers Can Expose Students to Social Justice. LiveTiles. https://livetilesglobal.com/8-engaging-ways-teachers-can-expose-students-social- justice/ Rodriguez, G.M. (2013). Power and agency in education: Exploring the pedagogical at dimensions of funds of knowledge. In C. Faltis & J. Abedi (Eds.), Extraordinary pedagogies for working within school setting serving nondominant students. (Review of Research in Education, 37, 87–120). American Educational Research Association and Sage. Stille, S., & Cummins, J. (2013). Foundation for learning: Engaging plurilingual students linguistic repertoires in the elementary classroom. TESOL Quarterly, 4 47, 630–638.

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