Articles+&+Research

 Creative Commons zenobia_joy

=Annotated Bibliography =

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Carano, K. T., & Berson, M. J. (2007). Breaking stereotypes: Constructing geographic literacy and cultural awareness through technology. //The Social Studies, 98//(2), 65-65-70. =====

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 This article addresses the integration of technology and instruction from a global perspective to foster geographic literacy and cultural awareness. It examines why students lack geographic literacy (physical and cultural) and technology’s role in counter-acting and challenging stereotypes. An appendix is included with global resource recommendations. =====

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Derman-Sparks, L. (1993). Empowering children to create a caring culture in a world of differences. //Childhood Education, 70//(2), 66-66. =====

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 Although this is an older article it outlines the early development of racial attitudes and identity, the impact of racism on children, and the crucial role of educators in teaching diversity, multiculturalism and anti-bias. Strategies for implementing a caring culture are also addressed. It contains a useful, albeit brief, break down of the child development stages related to differences and identity. =====

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Ebbeck, M. (2006). The challenges of global citizenship: Some issues for policy and practice in early childhood. //Childhood Education, 82//(6), 353-353-357. =====

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 Ebbeck emphasizes the current demand for updated, proactive curriculum policies that address the needs of the future, namely global citizenship. She believes policies must be created in response to our changing world and even young children are very capable of and benefit greatly from thinking and acting globally. This article is an excellent reminder to embed global citizenship experiences into all curricula with children of all ages. =====

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 Fredrick discusses the inclusion of global responsibility and global awareness in 21st century skill development. She provides suggestions for starting points for educators through a comprehensive list of organizations supporting the coordination of global classroom projects. =====

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Grant, A. C. (2006). //The development of global awareness in elementary students through participation in an online cross-cultural project// (Doctoral dissertation, Louisiana State University and Agricultural and Mechanical College). Retrieved from @http://etd.lsu.edu/docs/available/etd-10252006-134555/ =====

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Grant’s research focuses on the use of interactive technology to nurture the development of global and cultural awareness in elementary school students. He examines the components contributing to global awareness development and offers suggestions for developing online cross-cultural projects. Support for further research is found within his work as he stresses the need to explore the richer use of synchronous technologies and the benefits of linking global projects to existing curriculum. The appendix includes modified global awareness surveys that are age appropriate for use with elementary school aged children. =====

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Moll, R., & Krug, D. (2008). Using web 2.0 for education programs on global citizenship: Addressing moral and ethical issues. //Our Schools, our Selves, 17//(4), 107-107-115. =====

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 Moll and Krug strongly believe educators have a moral and ethical obligation, starting at young ages, to prepare students to be global citizens. To engage learners in this development the authors suggest incorporating the digital tools and media already familiar to the students. This article supports the use of current technologies to foster global citizenship across the curriculum. =====

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Mundy, K. & Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. //Canadian Journal of Education, 31//(4), 941-974. =====

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This research examines how global education is implemented in Canadian elementary schools. It addresses the need for all stakeholders (from government officials to educators) to invest in widespread and organized support for global education. Mundy and Manion provide an excellent and thorough examination of existing Canadian curricula and practice in the area of global education. The findings challenge all levels of stakeholders in education to make global education a priority in schools. =====

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<span style="background-color: #f2e4d1; font-family: Arial,Helvetica,sans-serif;"> This article discusses the value of employing virtual classrooms to connect and collaborate with students around the world. Shryock looks at Global Virtual Classroom and TakingITGlobal as examples of virtual classrooms. The article offers support for using Skype as a means of providing cultural experiences, as well as highlighting the wealth of additional skills fostered through the use of virtual classrooms. =====

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<span style="background-color: #f2e4d1; font-family: Arial,Helvetica,sans-serif;"> Zygmunt and Staley d efine the goals and benefits of global citizenship, and provide a list of resources to support educators in developing their students’ global competencies. Although this is a very short article it offers clear information as a starting point for understanding global citizenship. =====