Perspective

ConsciousnessJamie Smith

Perspective

Consciousness:

-the recognition or awareness on

the part of the individual that he

or she as a view of the world that

is not universally shared, that this

view of the world has been and

continues to be shaped by

influences that often escape

conscious detection, and that

others have views of the world

that are profoundly different

from one’s own

In other words:

-we have a perspective

-it can be shaped by

subtle influences

-others have different

perspectives

Perspectives are shaped by many factors

including but not limited to:

*ethnicity

*religion

*age

*sex

*social factors

“In our rapidly changing society,

an urgent need exists for

schools to address and infuse

global awareness into

curriculum instruction… a need

exists for students to examine

the world from varying

perspectives and to become

aware of the complex

interrelationships that

characterize it” (Burnouf,

2004).

What do teachers need to be able to develop

students’ perspective consciousness?

Community Networks:

Through social networking, teachers can connect with international students and families to broaden personal perspectives.

Teachers need to take initiative to participate in experimental learning through intentional involvement in diverse cultural traditions and celebrations.

Content Workshops:

Teachers need to prepare for diversity and cultural literacy.

Content should stress critical thinking and respect for other cultures, not just isolated Social Studies facts

What does perspective consciousness

look like in the classroom?

“Everyday, teachers make instructional decisions that affect how students

perceive their own culture, their nation, the lives of people around the

world, and the issue and conflicts facing the planet” (Zajda, 2010).

INSTRUCTIONAL STRATEGIES SHOULD INCLUDE:

• discussion of multiple perspectives concerning ideas and issues

• simulations on perceptions of different social norms and

practices

• differentiation between prejudice and discrimination

• values clarification

• causes and consequences of stereotyping

• importance of respecting others with different orientations(Zajda, 2010)

What needs to happen in order to foster the

development of perspective consciousness?

Students need to identify their own cultural beliefs

and norms of behavior before they can appreciate

those of others.

In order for students to develop “worldmindedness,”

(and realize that the United States is not the center

of the world) they need geographic and historical

knowledge of the importance of other places and

other peoples across time and space.

Students need to develop skills in critical thinking, so

that they can recognize the power of words and take

responsibility for basing their arguments on evidence.

(Cullinan, Dove, Estice, & Lanka, 2008)

Strategies for Teachers

Classroom Language:

Create a classroom language

that includes appropriate

vocabulary to provide students

with rich discussion of global

education. Important terms to

define include: culture, cultural

awareness, bias, stereotypes,

racism, and diversity.

Strategies for Teachers

Literature on Intercultural Themes:

Quality multicultural and global

children’s literature focuses on

intercultural interaction and

themes of marginalization and

acceptance.

Historical fiction and non-fiction

historical accounts can enhance

emotional connections between the

reader and the human situations

presented in text (such as accounts

of the Holocaust).

Strategies for Teachers

Cross Cultural Experiences:

Invite guest speakers/diverse

community members to visit

regularly with students and

to develop a relationship that

allows for open

communication of

differences, as well as

clarification of

misconceptions and

stereotypes.

Invite students to meet fact to fact with

people from different cultures.

The media influences how perspectives

are formed. It exercises the power of

reinforcing enduring cultural ideas,

themes, and stereotypes, yet has the

equally powerful capacity to mobilize

altogether new patterns of belief and

opinion practically overnight.

Students need to be exposed to other sources for a more balanced

influence: books, videos, biographies, guest speakers presentations,

and cross-cultural interactions.

(Hanvey, 2004)

References

Burnouf, L. (2004). Global awareness and its perspectives in global

education. Canadian Social Studies, 38 (3).

Cullinan, B., Dove, T., Estice, R., & Lanka, J. (2008). Becoming

conscious of different perspectives. Social Studies and the Young

Learner, 20 (4), p. 18-21.

Hanvey, R.G. (2004). An attainable global perspective. The American

Forum for Global Education.

Zajda, J. (2010). Global Pedagogies: Schooling for the Future,

Globalisation, Comparative Education, and Policy Research.