Introduction to Global Education
When I first began the Fulbright Teachers for Global Classrooms Program in September of 2024, I knew I would learn about a new place in the world and that my work throughout the year would help me bring new ideas to my classroom. I had no idea the impact it would have on my teaching, my worldview, and my ability to globalize my classroom each and every day. The program began with an extraordinary semester-long course on global education, and I quickly learned that global education goes far beyond putting world maps on the wall, alluding to current events, and selecting stories and books written by authors around the world - though of course these are all important starting points! It wasn't long before I felt I was using new resources to help my students examine the issues that are both global and local, think critically about content, appreciate and engage with others who may have different perspectives in deep and meaningful ways, and consider ways to take action to make the world a better place. I even recorded my first ever elevator pitch to explain what global education means to me - and indeed I have found myself using and honing my 'pitch.' Almost weekly, friends, community members, and colleagues ask me to tell them about my Fulbright exchange.
At the Fulbright Teachers for Global Classrooms 2024 Symposium - embracing my placement in Morocco!
As my class on global education wrapped up, I was thrilled to see how the Fulbright Teachers for Global Classrooms indeed takes action to globalize teacher participants' experiences, first with a trip to DC (photo above), and then with an international field experience and teacher exchange. In all, it was a dazzling, eye-opening global experience that has transformed my teaching, changed my perspectives, and led to so many more opportunities to bring global education to my classroom and school.
|
How to use this Global Education Website / Guide
As I explored, learned about, and reflected on global education this year, I began compiling the resources I found engaging and thought provoking. I also collected the resources that I tried with my students and found most useful. My overview of global education (above) offers a glimpse into the reasons I have come to embrace this pedagogy. The following tabs - Study, Travel, and Teach - allow me to provide more in-depth explanations of what I have learned over the course of this program. |
You are here! This "Why Global Education?" Homepage provides a quick introduction to global education and a rationale (scroll up!)
|
|
In the 'STUDY' section of this website, you will find a "Global Education Guide" that shares the resources that were most helpful to me and that I will continue to explore, use, and share with my students and colleagues. |
Click on this "Global Education Guide" image (or "Study" in the dropdown menu) to learn about the tools, resources, and sites I explored, studied, and used as part of my yearlong introduction to global education.
|
|
In the 'TRAVEL' section of this website, I reflect on the ways that my guiding question and international field experience changed my perspectives and will guide further research projects, learning, and pedagogy. I also reflect on my guiding question: How do Moroccan schools and society maintain high levels of student engagement and gender parity? |
Click on this "Welcome to Morocco" image (or "Travel" in the dropdown menu) to read my blog and learn about my guiding question. My question focuses on student engagement and gender parity in Moroccan schools and society.
|
|
In the 'TEACH' section of this website, I share global teaching resources as well as introduce the global unit plans that I created as a result of the Fulbright Teachers for Global Classrooms fall coursework. |
Click on this "Global Teaching Resources" image (or "Teach" in the dropdown menu) to learn about my global unit plans as well as the amazing global and local resources I discovered and integrated into my classroom.
|
This website is not an official U.S. Department of State website. The views and information presented are the participant's own and do not represent the Fulbright Teachers for Global Classrooms Program, the U.S. Department of State, or IREX.
