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Global Awareness Resources for YCCC Rubric: Welcome

The Assignment

      Global Awareness, Diversity and Tolerance - Respectfully engage with others and analyze issues from a multicultural and global perspective.

What Do We Mean by Global Awareness?

What Do We Mean by Global Awareness

Consider the following:

"In the field of global citizenship, the focus is on encouraging students to open up to the larger world, become more ethnoculturally empathetic, tolerant of ambiguity, and engaged in active civic endeavors. This is not enforcing a political ideology, but rather an openness to new ideas, receptiveness to change, and engagement with the world in an active, rather than passive way (Stalnich).

"Cultural Awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions. Why do we do things in that way? How do we see the world? Why do we react in that particular way?" (Quappe)

"We are living and working in a multicultural society and it is not just about ethnicity. It is about gender, socio-economics, generations, climatic groupings, organizations, abilities, religious traditions, areas of interest and sexuality. Therefore, we constantly have to engage with people who are different to ourselves" (Turnbull et al. 31).

"At the root of it, being globally aware means building a value system that is flexible and open to other people’s cultures. It recognizes and respects that there can be more than one way to do something.

My son’s school district identified these ways to build global awareness in students:

  • Creating an understanding of one’s civic duties and rights — from global to local.
  • Developing the ability to respect and work with students from all backgrounds, cultures, and religions.
  • Learning a foreign language.
  • Building an understanding of different nations and cultures (Vashwanath)."

“Global awareness requires understanding other countries,cultures,languages,and ways of viewing the world. My position is that global awareness is developed through experience, exposure, and reflection.I believe that before global awareness is possible, educators (and students) must first look inward and examine their own beliefs, assumptions, biases, and influences. Then, as they grow in self-awareness, they can begin the journey to becoming more globally aware (Ramirez, 2)".

How should YCCC define Global Awareness beyond our Institutional Learning Outcome?

Respectfully engage with others and analyze issues from a multicultural and global perspective.

Developmental Model of Intercultural Sensitivity (DMIS)

Many people are at different levels of intercultural competence. To help visualize where you may be, look at the Developmental Model of Intercultural Sensitivity (DMIS) by Milton Bennett (1986). There are six steps to achieving an intercultural mindset:

Stage 1: Denial- The ability to recognize the more observable cultural differences, but may avoid or withdraw from these cultural differences.

Stage 2: Polarization- A judgmental orientation that views cultural differences in terms of “us” and “them.” 

  • Defense: Critical view of other cultural values.
  • Reversal: Critical view of one’s own cultural values and not critical of the other

Stage 3: Minimization – Sees cultural commonality and universal values that may also mask deeper recognition and appreciation of cultural differences.

Stage 4: Acceptance – Recognizes and appreciates patterns of cultural differences and commonalities in one’s own and other cultures.

Stage 5: Adaptation – Able to shift cultural perspective and change behavior in culturally appropriate and authentic ways.

Stage 6: Integration – Able to move smoothly in and out of different cultural worldviews and develop a feeling of membership in a new culture.

Integration graphic showing the process from denial through adaptation

The goal is to move from a monocultural mindset, in which we make sense of cultural differences and commonalities based on our own values and practices and use stereotypes to identify cultural differences, to an intercultural or global mindset. In an intercultural mindset, we use our own and other culture’s values and practices to make sense of cultural differences ("Instructing Global Learners.)". 

Works Cited

"Instructing Global Learners: Intercultural Competence." Marquette University
     Libguide, 2017, libguides.marquette.edu/global/interculturalcompetence.
     Accessed 14 Feb. 2017.

Quappe, Stephanie, and Giovanna Cantatore. "What Is Cultural Awareness, Anyway?
     How Do I Build It?" Culturosity, Culturosity Group, 2007,
     www.culturosity.com/articles/whatisculturalawareness.htm. Accessed 14 Feb.
     2017.

Ramirez, Laurie A. "Developing Global Awareness through Self Awareness: A Middle
     Grades Multicultural Research Experience." North Carolina Middle School
     Association Journal, vol. 26, no. 1, Fall 2011, pp. 1-10, www.ncmle.org/
     journal/PDF/Dec11/Ramirez.pdf. Accessed 14 Feb. 2017.

Stanlick, Sarah. "Engaging, Disorienting, Transforming: Critical Reflection and
     Global Citizen Identity Development." Global SL Blog, Campus Contact,
     compact.org/resource-posts/
     engaging-disorienting-transforming-critical-reflection-and-global-citizen-identit
     y-development-2/. Accessed 16 Feb. 2017.

Turnbull, David, et al. "Shifting the Library Paradigm: The Role of Cultural
     Intelligence on Tomorrow." ANZTLA Ejournal, no. 11, 2013, pp. 30-40,
     ejournal.anztla.org/anztla/article/viewFile/154/137. Accessed 4 Apr. 2017.

Vashwanath, Shruta. "Why You Should Teach Your Kids about Global Awareness."
     Noodle, 15 Oct. 2014, www.noodle.com/articles/
     why-you-should-teach-your-kids-about-global-awareness. Accessed 14 Feb.
     2017.

Developing Knowledge and Understanding of Diverse Perspectives

Developing Knowledge and Understanding of Diverse Perspectives