Developing Global Awareness and Responsible World

Roeper Review. 30:11 -23. 2008Copyright © The Roeper InstituteISSN: Ü278-3193 prim / 194(1'865X onlineDOi: 1O.ÍO8O/O278319O7O183627Ü

RoutledgeTaylor & Francis Group

ADVANCING GLOBAL AWARENESS THROUGH STUDY AND SERVICE

Developing Global Awareness and Responsible WorldCitizenship With Global Learning

Kay L. Gibson, Glyn M. Rimmington, and Marjorie Landwehr-Brown

Global learning is a student-centered activity in which learners of different cultures use tech-nology to improve their global perspectives while remaining in their home countries. Thisarticle examines the use of global learning with gifted students to develop the knowledge.attitudes, and skills necessary for world citizenship. We describe a pedagogical approach thatis based on a set of conditions for global learning, associated learner attributes, and processesdeveloped in global learning leading to acquisition of world citizen characteristics. Six pro-cesses and nine attributes are identified as essential for global learning. Two examples arepresented of how this approach can be used to integrate global learning into the curriculum—one at a university level and another in a middle-school setting.

Ours is a world of 24-hour news cycles, global markets.and high-speed Internet. We need to look no further thanour morning paper to see that our future, and the future ofour cbildren. is inextricably linked to the complex chal-lenges of the global community. And for our children tobe prepared to take their place in that world and rise tothose challenges, they must first understand it. {Paige,2002)

Globalization in its broadest sense provides all peoplesof the world with major challenges—chiefly related totrade, technology, and the environment—and poses signifi-cant i triplications for how best to prepare future world citi-zens to meet these challenges (Adams & Carfagna, 2006;Banks. 2004; Carnoy & Rhoten, 2002; Istance. Schuetze. &Schuller, 2002; Merryfield. 2(X)1; Nordgren. 2002). Theterm globalization has numerous defmitions and interpreta-tions, some positive and some negative (Holton, 1998;Kahler, 2004; Lindner, 2003; Patton, 2001; Robertson,1992; Scholle. 2000; Tonnelson, 2000; Waters, 2001).During the Sir Robert Menzies Oration, Patton propheti-cally alerted the audience to inequality, instability, andunsustainability as three major risks, which require the

Received 3 January 2007: accepted 22 March 2007.Address correspiindence to Kay L. Gibson. Wichita Stale University.

1845 Fairmount, Wichim. KS 67260-0028. E-mail: [email protected]

world's attention, lest there be retaliation, such as the 9-11New York disaster, by those with a less than equal share ofthe benefits from globalization.

The effects of globalization can be summarized asincreased interdependence, interconneetedness, and cul-tural diversity {Anheier. Glasius, & Kaldor, 2001 ; Oblinger& Verville. 1998; Rimmington. 2005). An example of glo-bal interdependence is climate change, which illustrates thecumulative effects of seemingly innocuous human activitieswhen viewed at the level of the individual that translate intoglobal-scale phenomena when multiplied up to whole popu-lations and repeated over decades or centuries (Gore. 2006;Houghton et al., 2001: Wang. Handoko. & Rimmington,1992). As a result of the Internet, people around the worldhave become increasingly interconnected on a global scale;they have become more critical consumers of. and contribu-tors to. news and information systems, and more in touchwith each other. The world is becoming more diverse on alocal scale due to migration and a high volume of air travel,and this has implications for the classroom and the work-place.

The same Internet technology that in part contributes tothese global challenges can also provide opportunities tomeet the challenges. One such opportunity is called glohallearning. It involves the combination of technology thatsupplies glohal reach and the glohal perspectives that arisefrom interacliotis between learners of different cultures.

12 K. L. GIBSON ET AL.

while remaining in their home countries fRimmington,2003). Already, such opportunities have been provided forgifted students (Gibson, Vialle. & Rimmington, 2004;Rimmington & Bever-Goodvin, 2005). When global-learningopportunities are integrated into the gifted curriculum, theycan benefit gifted students' studies in geography, science,technology, English, foreign languages, and mathematicswhile allowing them to develop attributes and processessuch as intercultural communication competence necessaryfor participation in a globalized world (Alagic, Gibson, &Rimmington, in press; Rimmington, Gibson, & Alagic,2007). Although some global-learning opportunities haveemerged in gifted educatioti, the potential of these opportu-nities for preparing world citizens and leaders Is hinderedby obstacles to the identification of the gifted and prioritieswithin intervention for gifted learners {Van Tassel-Baska,1992).

Gifted learners of all cultural backgrounds can developthe attributes and processes needed for world citizenship byparticipating in global-learning activities (Bailey, Boyce, &Van Tassel-Baska, 1990; Rimmington, 2003). Educationprograms without global-learning activities tend to give lessattention to the interpersonal, intrapersonal, and naturalisticintelligences (Gardner, 1993) that are important for worldcitizenship. Utilitarian characteristics of giftedness arefavored by the powerful nations of the world in which amechanistic lens and androcratic values prevail (Eisler,1987). Ambrose (2000) contended that there are moral-ethi-cal dangers of entrapment within any single philosophicalor ideological framework. This contention is consistent withBelbin's (2001) model of human behavioral archetypes—Primeval. Warrior. Slave, Professional—and recent inter-pretations of archeological data from Neolithic cultures thatsuggest these societies were not "barbaric" or "disorderly"as portrayed in modem media and literature but, rather, werelargely egalitarian, peaceful, prosperous, and culturallyadvanced (Eisler. 1987). The effect of male-dominant, hier-archical androcracy in modem. Western societies and theconsequent influences of industrialism and militarism onpriorities for education generally, and gifted education inparticular, has resulted in marginalization of the gifted withexceptionalities and associated dispositions and values inareas that would prove beneficial for solving some of theglobal challenges described previously. Gifted educationprograms need to be more inclusive so all societies can takeadvantage of the potential of these individuals (Peterson,1999).

If the obstacle of broadening identification of the giftedcan be overcome, then there needs to be an interventionfocused on learning activities that will contribute to thepreparation of future world citizens. Such interventionsshould include the design of global-learning activities inorder to maximize improvement of critical thinking, inter-cultural communication competence, collaboration, team-work, reflective practice, and dispositions and values

(Roeper, 1988). Provision of global-learning opportunitiescan facilitate the development of intercultural collaborationcompetence (Belbin, 2001; Cifuentes & Murphy, 2000) ingifted education. Successful intercultural collaboration iscontingent upon effective communication between peopleof different cultures and greater global awareness (Kane,2003). The design of gifted curricula that incorporate globallearning to improve these attributes and processes necessaryfor world citizenship is the topic of the second part of thisarticle.

The terms world citizen, citizen of the world, or globalcitizen can mean different things to different people. At oneextreme, from the perspective of a nationalist, they implythe threat of world government and loss of sovereignty; theyare seen as the antithesis of being a national citizen or apatriot. A different view is that world citizenship is anotherlevel of citizenship that joins regional, state, and nationalcitizenship and is concerned with global issues such as theenvironment, peace, trade, hunger, disease, and the threat ofterrorism. This second view of world citizenship has closerlinks with the term cosmopolitan (Osier & Vincent. 2002),which relates to international experience, respect and honorfor other cultutes, and a concern for global issues. Whateverpeople may tliink about world citizenship, what is inescapableis the effect of increased cultural diversity locally and glo-bally, increased interconnectedness, increased interdepen-dence, and the challenges these provide for future generations.

One half of the solution to solving global-scale chal-lenges is to broaden the range of exceptionalities beingselected for and cultivated through the integration of globallearning within gifted education programs. This also willinvolve broadening the cultural diversity of gifted cohorts.The second half of the solution is to design appropriatecurriculum for the intervention activities that incorporateglobal-learning opportunities.

PEDAGOGIC APPROACH WITHGLOBAL LEARNING

Globalization affects every aspect of our lives and continu-ously presents us with new challenges. In order to deal withthese challenges, effective world citizenship knowledge,skills, and attitudes are essential and underpin the requiredprocesses (Merryfield, 2002; Noddings, 2005). Gifted stu-dents with exceptional abilities in intrapersonal and interper-sonal skills, and global environmental awareness hold thepromise of being the leaders and problem-solvers in ourfuture. Leaders in a globalized world need skills that allowthem to collaborate, communicate, negotiate, think critically,and gain multiple perspectives through dialogic co-construc-tion of meaning with individuals from different cultures.

Global learning provides opportunities for gifted stu-dents to relate to each other across cultural barriers and vastdistances and thus promotes deeper understanding of

GLOBAL AWARENESS THROUGH GLOBAL LEARNING 1 3

diverse cultures and "humanizes" people who might other-wise seem abstract. Global learning provides a vehicle bywhich gifted .students in K-12 settings can interact withdiverse populations to meet the challenges of our rapidlychanging world. Merryfield (2002) emphasized how educa-tors using global-learn ing experiences can help students"confront stereotypes and exotica and resist simplificationof other cultures and global issues; foster the habit of exam-ining multiple perspectives; teach about power, discrimina-tion, and injustice; and provide cross-cultural experientiallearning" (p. 18).

Success in the implementation of global learning is notguaranteed, especially when starting witb a largely didactic,teacher-centered paradigm, Global learning is a social-constructivist learning activity tbat involves experiential andproject-based learning. It is not simply a matter of connectingIciirners by way of modern communication technologies. Itcannot be achieved by listening to "experts" speaking tbird-hand about some other part of the world. Rather, it is a verystudent-centered activity rooted in dialogic co-construction ofmeaning between learners of different cultures, who arelocated in their home cultural contexts. For this reason, edu-cators need to consider global learning in terms of the condi-tions necessary for it to emerge, the requisite attributes andprocesses tbat intermesh witb the content during global-learn-ing activities, and fmally the characteristics and responsibili-ties of the world citizen in relation to the attributes andprocesses developed through global learning {see Figure 1).

Conditions for Global Learning

Global learning is an emergent phenomenon. There is noparticular pedagogical approach that can make it happendirectly as a first-order effect. Rather, global learning is ahigher order effect that results from a set of necessaryconditions (see Figure 2).

Teamwork Substantive &Modem Authentic Goal

Communication CulluralTechnologies Contrasts

FIGURE 1 Concept map showing coniiitions for global learning, theattributes and processes related to content, and the resulting characteristicsof a world citizen.

FIGURE 2 Concept map articulating the conditions for global learning.

CuttursI contrast A global-learning experience is moreeffective for the learners when a high degree of culturalcontrast is acbieved. The greater the cultural difference, thegreater is the participants' frequency and intensity of"culture shock," and consequently the learning experience ismore vivid and memorable. To create as great a contrast aspossible, one should consider the extent of differencebetween the cultures ofthe global-learning partners. Exami-nation of cultural characteristics such as values and beliefsrelated to religion, the political system, economics, and lan-guage can help determine the extent of cultural contrast thatcan be achieved in a particular global-learning experience.Additionally, language differences contribute to culturalcontrast on a continuum that has at one end speaking thesame first language and at the other end no common lan-guage, a condition which requires the use of a translator.

Cultural contrasts that create a rich, authentic globalenvironment for learning are maximized when participantsremain immersed within their "home" cultural context(Rimmington, 2003: Rimmington, Gruba. Gordon, Gibson,& Gibson, 2004). This interaction is made possible withmodern communication technologies. By comparison, whenone travels to another country the level of cultural contrastis lessened due to enculturation.

Modem commutiication techtiologies. Communica-tion technologies, such as the telephone, e-mail, videoconfer-encing, text messaging, instant messaging, and Web-basedthreaded discussions allow the learners to interact withoutleaving their homes. In recent years, many universities andschools have installed Internet and Internet2-based technol-ogies, including those for videoconferencing, into the regu-lar classroom. The availability and cost of the Internetinfrastructure and tools sucb as Web cams have fallen to alevel where it is becoming affordable for education


communities in most countries. Communication technol-ogy, however, is only one part of the set of conditionsneeded to design effective global learning.

Substantive and authentic goal. The instructor needsto articulate a goal that the participating global learners canwork towards. Ideally the goal should be authentic in termsof the content area. For example, in a Kansas elementaryschool a Scrapbook Project has been undertaken where allability levels of first and second graders create, compose,and edit theme booklets every 4-6 weeks that are thenexchanged with Chinese students of the same age. English-speaking students are learning Chinese and cultural aspectsabout China while Chinese students are learning Englishand American culture through primary source booklets. Asthe participants combined their projects into the larger, col-laborative cultural exchange, the students gained functionalexpertise and intercultural appreciation for their future asworld citizens.

As well as being authentic, (he goal should also besubstantive. It needs to be unattainable by an individualin terms of the amount of work required, the range offunctional expertise required, and ihe interculturai con-siderations. As the team members consider the goal, theymay divide the project into tasks that require differentexpertise or functional roles. To achieve the overall goal,however, the global-learning participants eventuallymust combine their expertise and knowledge in a collab-orative effort.

The Kansa.s/Hong Kong Rainforest global-learningproject provides an example of an authentic, substantivegoal designed for elementary students; teams of Kansas andChinese students researched the plants, animals, and biodi-versity of rainforests and then created artwork depictingtheir research. The artwork was mailed to the partnerschool, where those students researched and createdbackground murals to reflect the cultural background, geog-raphy, and content of the artist's works. Photographs weretaken and exchanged, by means of the Internet, so that allstudents could learn, evaluate, and reflect on the twofinished, collaborative murals. The murals resulted in theachievement of an authentic, substantive goal to learn aboutthe rainforest while establishing student dialogue anddeveloping a global perspective of the interdependence ofhuman action.

Teamwork. The global-leaming team should comprisemembers from at least two different countries. Part of thechallenge of global learning is not only the collaborationwith people living in another country but the limitationsassociated with the communication technology comparedwith face-to-face interactions. Teamwork under such circum-stances stimulates the need for improved communication,which is only possible if there is attention to the perspec-

tives of each of the participants. A range of attributes andprocesses need to be considered in tbe pedagogicaldesign of global learning in order to translate this set ofconditions into the desired characteristics of a worldcitizen.

Attributes and Processes

As gifted learners operate within the set of global-learningconditions that the instructor has established, they typicallyare required to use certain attributes and processes thatfurther their development toward becoming world citizens(see Figure 3). Therefore, it is assumed that gifted learners,who are beginning a global-learning project, will to someextent already possess the attributes and use the processesthat are discussed here.

For example, global-learning projects would be, inRenzulli's (1977) terminology, classified as a Type IIIEnrichment—Individual and Small Group Investigations ofReal Problems, and in Betts and Kercher's (1999) Autono-mous Learner Model, classified as Dimension 5—In-depthStudies. Such advanced levels of enrichment and studyrequire prior learning experiences, which facilitate thegrowth of a relevant knowledge ba.se, technology skills, andvarious skills related to communication, collaboration,refiection. and critical thinking. Global learning, then, pro-vides further opportunities to develop such attributes andprocesses in the context of authentic global issues and inter-culturai contexts.

Dispositions and values. Participation in global learn-ing requires certain dispositions identified as affective needsof gifted learners, such as sensitivity toward, and toleranceof, others (Van Tassel-Baska, 1992, 1998). Gifted learnersmust possess basic respect for differences and openness toothers' views in order for global learning to be productive.Gifted learners tend to be more sensitive to moral issues andthe rights and feelings of others, and generally demonstratea deep concern for local as well as global social issues(Clark, 2008). Van Tassel-Baska (1992) pointed out that anenvironment that encourages listening and the considerationof others' viewpoints is important to the development ofthese two dispositions. Global-learn ing projects providesuch an environment.

Clark's (1986) Tntegrative Education Model indicatesthat a clear set of values provides direction and purpose toone's life. Learners must consciously recognize and clarifytheir values as a first step. Clark recommends the use of dis-cussion groups to help students become aware of the manyperspectives and possible solutions related to an issue orproblem. Global-learning experiences challenge giftedlearners to define the values and dispositions that affecttheir judgment and decisions tfirough intercultural commu-nication, refiection, and collaboration.

GLOBAL AWARENESS THROUGH GLOBAL LEARNING 15

EthicalDecisionMaking

ReflectivePractice

Global Awareness ValuesNaturalistic Intelligence Dispositions

Intrapersonal Intelligence CreativityIntercultural Communication Competence

Communication Technology SkillsInterpersonal Intelligence

WorläCitizenship

FIGURE 3 Concept map detaHing the attributes and processes related to contení in global learning.

Global awareness. In this article, the term globalawareness refers to knowledge of globalization and theresulting issues and problems that affect everyone's lives. Itrefers to an understanding of the interconnectedness andinterdependence of the world. Students need to acquire ini-tial awareness before their global-learning interactions inorder to be sensitive to the general beliefs and values of theother culture and so that the most benefit can be derivedfrom the experience.

Global learning provides a critical lens through whichthe learner can evaluate and contextualize this initial, third-hand information. Participation in global learning can thenenrich student understanding and knowledge both in termsof breadth and depth through exposure to the perspectivesof their counterparts.

Technology Skills. Today, it is probably safe to saythat almost all gifted learners in developed countries haveexperience in accessing information on the Internet; usinge-mail to communicate; text messaging; participating inasynchronous and synchronous interactions using venuessuch as discussion boards, blogs, wikis. moodles, and chatrooms; and creating numerous presentations using softwaresuch as PowerPoint. A considerable number of gifted learnersalso will have experience with Web cams and videoconfer-encing. Knowing technology fundamentals can mean the dif-ference between the success and failure of a global-learningproject. Teachers as well as learners need to know how tooperate equipment and communication technologies tofacilitate the efficient use of online time. Student "rehearsals"with the technology necessary for a project are advisable.Global-leaniing projects demand that gifted learners fme-tune

their existing technology skills and add new ones to their rep-ertoire. Such skills are essential for world citizenship.

Intercultural communication skills and interpersonalintelligence. Competent intercultural communicationskills lay the foundation for meaningful exchanges betweenpeople from different cultures. Improved communicationtechnology facilitates disintermediation. In other words,people no longer have to rely on the media and governmentfor news and information but can meet directly in a virtualenvironment; however, with intercuttural communicationcomes the possibility for misunderstandings, unintentionalinsults, and the appearance of insensitivity.

It is therefore advantageous to raise the project participants'awareness of such communication problems, and if possibleimprove participants" intercultural communication skillsthrough instruction and practice. The Cage Painting Simulation(Alagic et al., in press; Rimmington et a!.. 2007) providesopportunity for such practice. The simulation is based on ametaphor in which a cage represents one's perspectivewhile the cage bars identify characteristics and details ofone's cultural background, life experiences, and the currentcontext that effect one's perspective (Mackay, 1994). Ini-tially, one is oblivious to this or lacks perspective con-sciousness (Hanvey, 1976), which is captured in themetaphor of the cage being invisible. When people of dif-ferent cultures interact, their invisible "cages" interfere witheffective intercultural communication. Cage painting repre-sents the process of dialogic co-construction of meaningthat makes the cage visible. This coretlective activity facili-tates the continual painting (perceiving) of the bars (charac-teristics) that are relevant to the context. Cage painting

1 6 K. L. GIBSON ET AL.

helps US see our cage, both through our eyes and through theeyes of the other person, just as we begin to see his or hercage. Practicing the four strategies shown in Figure 4 (as themissing steps) facilitates cage painting and improvement ofthe learner's intercultural communication cotnpetence.

In Figure 5, an educational sequence is presented, begin-ning with the goal for project- and team-hased leamingbetween people of different cultures. This goal requiresteamwork. In turn, such teamwork depends on high levelsof intercultural communication. As indicated previously,this communication can be improved through better appre-ciation of multiple cultural perspectives.

Since windows of opportunity for global learning betweendifferent hemispheres (East and West. North and South) andbetween different time zones can be short, it is important thatglobal leamers be prepared beforehand. To this end, a com-puter simulation game, the Cage Painting Simulation (CPS),

6, Producing Shared Arietacts5. Building Shared Goals and Purposes

4. Co-constructing Shared Perspectives and Meanings3, Accommoüaiing: Reflecting the

Perspectives ol Self and Others

2. Articulating Individual Perspectives1, Social Presence

CPL4 Question to elicit an answer in your perspectiveCPL3 Present self in terms of other S perspectivesCPL2 Present a self-critical perspectiveCPL1 Queslion i*out other ® perspecttve

FIGURE 4 Four steps of cage painting strategies (cited in Alagic et al..2007} that are often missing from Ihe typical six steps of" interu'ulturalcollaboration and production of shared artifacts. See Murphy (2004) iormore detail.

FIGURE 5 Educational sequence for global leaming and how it leads tomultiple perspectives.

has been developed (Alagic, Gibson. & Rimmington, 2005).It allows the leamer to apply the four cage painting strategiesin Figure 4 in simulation scenarios. By applying these strate-gies, leamers can make progress in accommodating for andreflecting on the perspectives of others, as well as their owti.The CPS is now available online (http://gLwichita.edu/cps)and allows registered users to develop new scenarios that canbe shared as simulations for general use. Authoring new sce-narios based on personal experience would be appropriatelychallenging for gifted leamers.

To further minimize risks of misunderstandings, it is imper-ative that gifted leamers conduct some research on the otherculture's current affairs, historicai events, communicationconventions, and at least some key words in the other's lan-guage, prior to commencing global-leaming interactions.Such preparation will help to ensure the exchange of ideas ina mutually respectful manner. It is also important to agree onan agenda or purpose so that al! team members understandthe focus of the communication as the team collaborates toachieve the goal.

Generally, gifted learners who have exceptional interper-sonal intelligence (Gardner, 1999) can quickly hone theirintercultural communication skills because of their existingability to communicate effectively, can readily empathizewith others, and can sense others' emotions, feelings, andmotivations. Global leaming provides a challenging contextin which to develop further both intercultural communica-tion competence and interpersonal intelligence.

Reflection, metacognltive development, andintrapersonal intelligence. Effective reflection, meta-cognition, and intrapersonal intelligence also are critical forthe achievement of the global-leaming goal. Reflectioninvolves the conscious act of thinking and examining one'sexperiences so as to engage in a process of continuouslearning and improvement. People with exceptional intrap-ersonal intelligence are highly self-aware. They are able tounderstatid their own emotions and motivations and enjoyactivities that are thought based. Reflection and metacogni-tion in global leaming are examples of mindful leaming(Langer, 1997) behaviors that enhance understanding andcommunication. The blending of affective and cognitivedimensions of global learning has been described as bodymindfulness (Nagata, 2006).

In order to develop multiple perspectives and to achievea global-learning project goal, participants are compelled tocoreflect on and appreciate their owti and others' view-points in order to make informed decisions based on multi-ple perspectives. Some gifted leamers have a natural abilityfor self-reflection and coreflection but others need metitor-ing and guidance in productive reflection. Using globalleaming as a pedagogic approach, educators can makeavailable opportunities for the improvemetit of reflectivepractice, metacognitive growth, and intrapersonal intelli-gence within any discipline or curriculum.


Collaboration skills. Global learning can be thoughtof as virtual, collaborative learning that provides opportuni-ties for development of critical thinking skills, increasesgroup process skills, and fosters leadership skills. It alsopresents an environment in which students can co-constructmeaning and identity to develop multiple perspectives. Highlevels of collaboration are required as global learners workin a multicultural team to achieve a common goal, such asdeveloping a shared artifact (Eigure 4). The ability to col-laborate is essential to building and sustaining productivework relationships, and participating as an effective citizenin a globalized world.

Some factors that influence the success of virtual collab-orative teams include the establishment of trust, culturalbackground and current context, preferred learning andwork styles, as well as intercultural communication and col-laboration competence. Achieving effective collaborationremains a significant challenge, even more so when it is glo-bal or intercultural in nature, because of the differences inperspectives of people from different parts of the world.

Similar to the development of intercultural communica-tion competence, it is advantageous to practice and developstudents' basic collaborative competence before participa-tion in a global-learning project. In this way, the projecttime can be used more productively.

Critical thinking skills. Critical thinking is disciplinedand self-directed. It encompasses logic and reasoning skillssuch as: comparing, classifying, determining cause andeffect, patterning, deductive and inductive reasoning, pre-dicting, sequencing, planning, hypothesizing, and critiquing(Marzano & Pollock, 2001). It requires the practice ofreflection and metacognition in order to make one's think-ing more precise, defensible, and unambiguous to others.

Global learning is interdisciplinary in nature and is basedon authentic, real-life issues and problems. Critical thinkingskills are vital to successful problem solving and the makingof ethical decisions that are respectful of all project partici-pants and informed by a variety of worldviews or perspec-tives made within a global context. The complexity of anyone global-learning project requires numerous criticalthinking skills in order to generate possible solutions, makedecisions, and reach the project goal.

World Citizenship

Recently, Educational Leadership (October. 2002 andApril, 2007) highlighted globalization and the resultingimplications and challenges for education institutions. In2007, the World Council for Gifted and Talented Childrenheld a conference with the theme Worlds of Giftedness fromLocal to Global, and Phi Delta Kappa International hosted asummit on global education. Books and articles continue tobe published that emphasize the need for global learningand stress the importance of including global education in

all curriculum areas (Adams & Cartagna. 2(M)6; Burbules &Torres, 2000; Cummins & Sayers, 1997; Davies. 2006;jarchow, 1993; Noddings. 2005).

One important component of global learning is preparingstudents to participate as citizens in a globalized world. Thedictionary (Agnes, 1999) defines citizenship as the duties,rights, and privileges of a citizen. Scorza (2007) pointed outthat along with world citizenship rights come duties orresponsibilities, which are dependent on a person's place inthe world and the relationship of that place to global prob-lems. Additionally, these responsibilities require an attitude ofrespect for the rights of others and actiotis that are just for all.

In the literature, global or world citizenship is deftned asa set of key elements: knowledge, skills, and attitudes thatequip a person to function as a citizen in the globalizedworld (Adams & Carfagna, 2006; Carlsson-Paige & Lantieri,2005; Fi.sher & Hicks, 1985: Osier & Vincent, 2002;Oxfam, 2006; Pike & Selby, 1999). These elements aremore evident if the learner has had experience interactingwith people who are from different cultures and who holddifferent values, beliefs, and perspectives. Each key elementis made up of the details shown in Table I.

The details go beyond simple global awareness toward arange of characteristics that the learner needs to have inorder to be an effective world citizen (see Figure 6). As dis-cussed earlier, world citizenship does not replace nationalcitizenship, but it is a necessary addition, since the entitiesthat shape our lives are no longer just our governments butalso global corporations. Reading through the details, onecan see that student actualization of these elements isdependent on acquisition of the global-learning attributesand processes discussed earlier in this article.

TABLE 1Knowledge, Skills, and Attitudes and Values of a World Citizen

Ele mem Delails

Knowledge Understanding of culture, diversity, globalization.interdependence, global irregularities, peace andcontlict. nature and environment, sustainabledevelopment, possible future scenarios, social justice

Skills Emphasize research and inquiry skills, theory testing,critical thinking, communication skills and politicalskills essential for civic engagement in a globalsociety, ability to challenge injustice undinetjualities, cooperation, and conflict resolution

Attitudes and Appreciation of human dignisy. respect tor people andvalues things, belief that people can make a difference,

empathy toward other cultures and viewpoints,respect for diversity, valuing justice and fairness,commitment lo .social justice and equity, curiosity

' ' about global issues and global conditions that shapeone's life, concern for ihe environment, andcommitment to sustainable development

Nuie. See Fisher and Hicks 1,1985) and Oxfam (2U06) for more detail.

18 K.L. GIBSON ET AL.

TABLE 2Levels of Cultural Awareness

FIGURE 6 Concept map .showing how global learning leads lo thecharacieri sties needed for world citizenship.

Whereas knowledge can be gained and skills developedin an educational setting, the cultivation of attitudes is cultur-ally embedded in a more subtle way. For example, if an edu-cation system supported by a society presents knowledgeabout other parts of the world in a manner that suggests otherpeople are less important or inferior, or objectifies those peo-ple, then the seeds of injustice and oppression are beingsown (Lindner, 2003). Hearing about people from other cul-tures third-hand and from the perspective of dominance andsuperiority is not helpful for the development of world citi-zenship or for dealing with the complexities of globalization.Provision of global-learning opportunities in which learnerscan interact directly witb their counterparts in other culturesprovides a way to avoid the consequences of third-handknowledge, and is more likely to lead to the positive atti-tudes required for world citizenship.

One of the five interdisciplinary dimensions of Hanvey's(1976) definition of global education is perspective con-sciou.sne.ss—-an awareness of and appreciation for otherimages of the world. Similarly, Carlsson-Paige and Lantieri(2005) described a global consciou.sne.ss that is required to bea citizen of tbe world: they assert that such a consciousness isdeveloped when children engage in decision making, practiceprosocial action, view situations from multiple perspectives,use conflict-resolution skills, and bave the opportunity to dealwith social injustice. By participating in global learning,learners are exposed to different perspectives; and they notonly improve awareness of their own culture, but alsoimprove their understanding of other cultures, and the state ofthe planet. Thus, global learning provides opportunities thatnurture a global consciousness and develop knowledge,skills, and attitudes necessary to be an effective world citizen.

In terms of the cultural awareness levels identified byHanvey (1987), global learning facilitates progress towardLevel IV (see Table 2) through virtual immersion and first-hand interactions that bring the learner closer to seeing

Level IAwareness of superficial or very visible cultural trait.s or stereotypesbased on tourism, textbooks, and travel magazines

Level nAwareness of significant and .subtle cultural trails that contrast maritedlywith one's own due lo culture conflict situaiions

Level IIIAwareness of signiUcaot and subtle cultural traits that markedlycontrast with one's own through intellectual analysis

Level IVAwareness of how another culture feels from the statidpoint of theinsider hy way of cultural immersion; living in the culture

Note. See Hanvey ( 1987) for more detail.

issues from the viewpoint of a person in another culture. Itshould be noted that one essential skill that is missing fromTable 1 is foreign-language competence. A foreign languageis itself like a lens that allows the leamer to see the world in adifferent way. Learning a foreign language would certainlybe necessary for immersion in a society that does not speak alearner's first language and in turn would be necessary forachieving Level IV cultural understanding (see Table 2).

GLOBAL LEARNING AS AN APPRENTICESHIPFOR THE TEACHER

The task of collaborating with a teacher in another part of theworld to design a global-learning curriculum is a form ofapprenticeship or experiential learning. The teachers deal withchallenges such as differences in time zones, weather condi-tions, technologies, or classroom management styles. In otherwords, the teachers themselves are subject to the necessary con-ditions for global learning (see Figure 2). The teachers, who arefrom contrasting cultures, use modem communication technol-ogies to work as a team towaid the substantive and authenticgoal of preparing a global-learning activity. They developtoward ma.stery of tbe attributes and processes involved in glo-bal learning (see Figure 3) so that they advance toward theknowledge, attitudes, and skills of a world citizen (see Figure 6).Tbe following examples provide apt illustiations of this process.

GLOBAL-LEARNING CURRICULUMEXAMPLES

Two examples are now presented to illustrate how global-learning projects can be integrated into curricula in highereducation and K-12 programs. Here, the second example isan outgrowth of the first; a graduate student, who partici-pated in a global-learning project in the first example, thenprovided similar opportunities lor her own students in thesecond example.


Higher Education Project for GiftedEducation Teachers

Education faculty at the University of Wollongong inAustralia and at Wichita State University integrated a glo-hal-learning project into gifted education graduate courses(Gihson et al., 2004). The project provided an interculturalcontext in which the teachers could reflect on their beliefs andattitudes about Iheir concepts of giftedness and appropriateeducation tor gitted students, which would eventually lead topositive change in their teaching approaches and their devel-opment of a perspective consciousness (Hanvey. 1987). Theultimate outcome ibr the teachers was to develop multipleperspectives concerned with giftedne.ss and gifted education.

As student diversity in classrooms has grown, it hasbecome more and more important that teachers haveknowledge and disposititms that recognize and meet theeducational needs of gifted learners from all cultural back-grounds. In initial course work, teachers in gifted educationgraduate studie.s at the two universities discuss and reflecton their understanding of giftedness and what attributesindicate giftedness. From these reflections, it is intendedthat the teachers will gain an insight into the characteristicsof gitted learners that helps them to develop and implementappropriate curriculum for their students. Because teachersin the Wichita State program generally are from the sameculture, diverse ideas and views are largely absent from thediscussions. Integration of global learning into the two grad-uate programs in gifted education provided an interculturalcontext in which the teachers could develop the necessarymultiple perspectives.

Ten women and 6 men who were enrolled in or had justgraduated from the gifted education program at one of thetwo universities participated in the discussions. All of theparticipants had 3 or more years of teaching experience andranged in age from their mid-20s to mid-50s. All eightteachers at Wichita State University had lived and taught inthe Midwest of the United States for their entire lives with theexception of one who had taught in China for 3 years. Atthe University of Wollongong. five of the teachers wereborn in Australia, one was from Korea, one was fromEngland, and one was from China. One of the five Australianswas completing a 4th year of teaching in the Sultanate ofBrunei.

To organize the global-learning interaction, the universityfaculty communicated by e-mail and phone. They collabo-rated to identify the learner outcomes, decide how the teach-ers would be grouped for discussions, brainstormed potentialtechnology problems, generated a set of guiding questions forthe discussions, and established how research data would becollected. Students were enrolled in a Blackboard^'^ accountand then assigned to one of the discussion groups. Each grouphad at least two members from each university.

Over 6 weeks, the faculty gave prompts and posedquestions related to the students' life experiences, cultural

backgrounds, current contexts, and the studcnls* beliefsabout giftedness and gifted education. The faculty alsoco-reflected through e-mail during the 6 weeks on theprogress of the project and adjusted questions for the dis-cussion as needed.

After completion of the project, a survey was e-mailed tothe participating teachers to determine the effectiveness ofthe project design and the benefits that students perceivedthey had received from their participation. Although the ten-tative survey results require more substantive empiricalanalysis, they suggest some hopeful patterns in the effectsof the intervention. The teachers identified three main waysin which they had benefited. First, they believed the global-learning project had improved their teaching ability,particularly in relation to Asian students. They also reportedgaining insights into the cultures and educational systems ofother countries. Finally, the teachers stated that they had abetter understanding of the concept of giftedness across anumber of cultures and had a heightened awareness of theirown views on gifted education.

All of the teachers believed that they had gained multipleperspectives about gifted learners and gifted educationthrough their participation in the global-learning interaction.The intercultural retiectinns led participants to an apprecia-tion and greater understanding of the cultural differencesthat influence the identification of culturally diverse giftedstudents.

The acquisition of multiple perspectives helped theseteachers to think more globally. The teachers felt that theywere better prepared to work in diverse educational settingsand that the experience facilitated their ability to guide theeducational experiences of all gifted learners.

K-12 Project by a Teacher of Gifted Education

One of the global learners in the project described in thefirst example went on to pursue global-learning opportuni-ties for her own K-12 gifted students. Landwehr-Brown, oneof the authors of this article, recounts that her global-learningexperience was challenging and that it fundamentallychanged her perspective both personally and professionally.She has refocused her program to integrate global learninginto all areas of academic, social, and affective learning. Animportant goal of her teaching now is preparation of herstudents as global citizens.

During her own global-learning experience, she discov-ered a common humanity, but significant cultural differ-ences with the other participants, including KSY. a learnerfrom Korea. Landwehr-Brown and KSVs discussions wereofficially concerned with gifted education: theories, defini-tions, and applications. They discovered that before theycould discuss these topics effectively, they first needed toestablish personal relationships through what can bedescribed as cage painting. Some topics for discussion were


educational values, personal goals, and family concernswith the Internet. Such a discussion by learners in Wichitaand Woltongong would have been impossible just a decadebefore. Landwehr-Brown was impressed by the similaritiesthat she shared with KSY. This led her to the question ofwhat had been missing from her learning before experienc-ing global learning as a graduate student. Her next questionwas how could she. in turn, provide the same opportunityfor her own students?

In Landwehr-Brown's school, a social studies teacherarranged for a Chinese student's mother to provide an intro-duction to China, including its music, tea, silk, and hand-crafted itetns. The mother remarked on the students' lack ofknowledge about the Chinese culture. For example, sheasked the students to name present and past premiers ofChina. There was no response. She asked the question,"We [people of China] know of your presidents. Why doyou not know of our premiers?" We live in a global econ-omy in which China figures prominently. Landwehr-Brown came to the realization that we are not preparingour students to live in culturally diverse settings and in aglobalized world. It became her mission to rectify thisshortfall. She resolved to acquire and use technology andlocate contacts in other countries so that her students couldexperience global learning.

Achieving this took 2 years of persistence working toovercome a state education system that did not have edu-cational standards concerned with international contentand a school district without the requisite technologicalresources or qualified support staff. Most importantly,she had to figure out how to establish international con-tacts. Support was sought from the other authors of thisarticle to overcome these challenges through partici-pation in a workshop on global learning and ongoingconsultation.

The solution to the technological barrier came in theform of help from the university global-learning programand from a nearby learning network, Tbe latter providedboth expertise and access to equipment. Eventually, fundswere allocated for the acquisition of equipment and it wasinstalled.

Landwehr-Brown recognized that her lack of experi-ence interacting with people from other cultures was alsoa barrier. She took the initiative to pursue travel opportu-nities in the summer to Southeast Asian countries. Shehad learned from the experience of interacting with KSYthat she must be a global learner and become connectedglobally herself. Without this, she would not have theattributes or be able to use the processes discussed in thisarticle, or have the credibility to lead her gifted studentsin this adventure. Landwehr-Brown attended an institutefor teachers to explore East Asian cultures, funded by theFreeman Foundation that provided a historical, philosophical,and interdisciplinary perspective. She was exposed toinformation about Chinese, Korean, and Japanese cultures.

She then took advantage of a field experience to Chinaand Korea in the summer that was again supported by theFreeman Foundation.

The 3-week field experience was intensive and crucial toher development as a world citizen. Landwehr-Brownregarded this as a dramatic and life-altering experiencebecause it threw into contrast many aspects of life betweenthe East and West. She was able to learn of the stereotypesheld by East Asian people of her own culture and thenreflect on the reasons for this. She learned about historicalinteractions between other nations that our education sys-tem does not cover in the K-12 program. One revelation inKorea was the effect of language on perspective. For exam-ple. Koreans rarely use the word "I" but instead use "we,"which reinforces a collectivistic versus an individualisticviewpoint. She observed the more formal protocols forintroductions with East Asians. Yet another contrast wasthe brief history of European-occupied North America andthe long history of East Asia. The experience stimulatedevery sense, especially the tastes of new and unusualfoods. Landwehr-Brown discovered that kimchi, a nationaldish of Korea, has deep cultural and social significance.She observed that it was the subject of a popular piay andwas a museum artifact. She was exposed to the Koreanperspective on the war and how devastating it was to thepopulation of Seoul. She felt that through this experience,she was on the way toward becoming a globally responsi-ble citizen.

Back in her classroom, Landwehr-Brown discovered thather newly developed passion for global learning was infec-tious with the students. The first global-learning vidéocon-férence for her students allowed them to converse withstudents in Hong Kong and Shenzhen, P. R. China. Subse-quently, in a link provided by the Global Nomads Group(http://www.gng.org), they learned more about malaria in adiscussion with a physician in Mozambique. One of hergifted students was inspired to apply for a Goldman-SachsFoundation Prizes for Excellence in International Educa-tion Scholarship that was focused on the need for culturalawareness and appreciation at the high-school level.Another student enrolled in an online course about Japaneseculture and language at his own expense.

Global learning has become a regular part of the curric-ulum now that this small, suburban school district has agifted-education facilitator with a passion for global learn-ing, the conceptual framework, the intercultural communi-cation experience, and the necessary technology. Successin this venture is the result of a combination of persistence,administrative support to acquire the necessary technicalresources, collaboration with more experienced globaleducators, and a willingness to pursue a life of globallearning and travel. Landwehr-Brown and her school dis-trict serve as an example for others across the country toprovide meaningful global-learning experiences for giftedlearners.


CONCLUSION REFERENCES

At no titne in human history have we been faced by so manychallenges of glohal proportion, such as clitnate change, ter-rorism, or spread of diseases. These are challenges that willrequire unprecedented levels of collaboration across manycultures to reach sustainable solutions. A paradigm shiftfrom the prevailing democratic national govemance to amix of concern for this and the effects of global corpora-tions necessitate world citizenship and global awareness ona level that is not familiar to tnost people. Societies need toidentify and cultivate world citizenship and leadershipamong the gifted, not just in the predominant culture groupsbut in al! constituent ethnic groups in order for there to beenough capacity and diversity to deal with current andfuture global challenges. These needs have implications forthe education of teachers in general, and for teachers ofgifted students in particular.

it is our contention that the integration of global-learn-ing experiences into teacher edtication programs and theflow into K-12 programs constitutes the most effectiveway to bring ahout this change. Although global leamingcannot replace exchange programs, it has the advantageof lower cost and fewer logistics. University faculty andK-12 teachers need to have a formal introduction to con-ceptual frameworks for global learning and experience asparticipants in global learning before they can crediblylead such activities themselves. Proliferation of globallearning throughout the education system to a level thatpositions a country and its citizens for active involvementin global affairs will require widespread leadership inteacher preparatioti programs with an emphasis on giftededucation.

Global-leaming curricula require the creation of a set ofconditions that demand the integration of a number of pro-cesses and attributes along with the use of technology tofacilitate global connections to educate the future world cit-izen. The level of challenge for both the educator and theleamer is substantial and would be met best by concentrat-ing on gifted individuals who already have exceptional abil-ities in intrapersona!, interpersonal, and naturalisticintelligences, critical thinking, intercultural communication,collaboration, reflection, and technology that lead to worldcitizenship. A move toward national standards is called forto achieve the required level of proliferation across studentpopulations.

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AUTHOR BIOS

[)r. Kay L. Gibson is associate professor in gifted education at Wichita State University (WSU). Before coming toWSU in 1998 she was at the University of Southern Queensland in Australia for 9 years teaching in gifted edu-cation and curriculum and instruction. Kay's research focuses primarily on the identification and development ofappropriate curric-ulum for gifted students, particularly students who are culturally and linguistically diverse; and on(he integration of global learning into K-20 programs. While in Australia, she completed her PhD. which examinedconceptions of giftedness held by Australian Aborigines. Kay helped to pioneer global learning at WSU andreceived the Global Learning Course Redevelopment Team Excellence Award in 2Ü02. She has presented about theimportance of global learning in curriculum for gifted students at state, national, and iniernational conlerences.Before teaching at the university level, she was an elementary school principal and teacher lor almost 20 years inNew South Wales, Australia, and the United States. E-mail: kay.gibson@ wichita.edu

Dr. Glyn M. Rimmington is the Boeing Distinguished Professor of Global Learning at Wichita State University.He leads the Global Learning Program {http://gl.wichita.edu/), which is aimed at integrating global-learning experi-ences into the curriculum, with a view to better preparing graduates for a highly diverse. Interconnected, and inter-dependent world. He has collaborated with colleagues in gifted education and has presenled papers about this workat conferences in Australia and the United States including at the World Ct>unci] for Gified and Talented Childrenin New Orleans in August 2(M)5. He is active in facilitating global-learning links for gifted edtication in manycountries. While at the University of Melbourne from 1984 to 2001. he participated in collaborative projects withcolleagues in the United States, the United Kingdom. Canada. Mexico. China. Japan. Thailand, and the Philippines.He is author and coauthor of numerous articles on global learning including the book Painting Cages to Overeóme

Global Challenges {in press). Dr. Rimmington earned his PhD from the University of Queensland in 1986 and is a native of Queensland,Australia. E-mail: [email protected]

Marjone Landwehr-Brown is in her sixth year as the gifted facilitator for grades K-12 and first year as the globallearning director lor the Douglass Public Schools in Kansas. In addition to her education degree from SouthwesternCollege of Winfield. Kansas, she earned a political science degree and her master's of gifted education fromWichita State University, where she studied under Dr. Kay Gibson and began her global-ieaming experience withDr. Glyn Rimmington. In 2003, she earned the Global Learning Student-of-the-Year award; in 2006. she was therecipient of the Freeman Foundation China/Korea Field Experience; and in 2007, she was named a FulbrightMemorial Fund Scholar. Landwehr Brown ha.s presented on the need for international curriculum and global learn-ing for gifted students at New Orleans World Gifted Conference, Kansas Gifted and Talented Conference, KansasAssociation for Interactive Distance Education, and Wichita State University Global Learning Conference. TheDouglass Global lj;aming Program was the recipient of the elementary Kansas Committee for International Education in the Schools Awardfor 2007. E-mail; [email protected] • i

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Developing Global Awareness and Responsible World