Global Perspectives . . .

       I have always been a huge proponent of teaching global awareness to my students, and in my role now, I largely encourage my teachers to do the same. In fact, I was leading a professional development last week about making global connections, and I had these on a slide: 

• Integrates global awareness activities throughout lesson plans and classroom instructional practices.

• Promotes global awareness and its relevance.

I asked the the participants if these words looked familiar. A few responded that this is part of the teacher evaluation instrument. Yes, it is, and it is our job to integrate global teaching. I wanted to point that out.

     In a Skype with a class from Ireland, we were once sharing what our favorite foods were to eat lunch at school. Of course my students said pizza. Their class favorite was sausage and boiled cabbage. My students didn't think that sounded too yummy. We were Skyping with a class from England about new year's resolutions. One resolution that their students had was to earn their "pen" for penmanship. That was quite different from ours. This learning is so valuable.

      Now, put that learning with what we have been talking about in this class. I do provide global perspectives for the students. But, I have not done that so much in a critical stance such as what our readings have been about. This is one time that I am glad that I am in elementary. I can't imagine having some discussions with the students about some of the books I've read lately. I haven't encouraged them to take a critical stance or advocated a focus on social equity and justice. Why is that? I do think that a lot of it does depend on the age. When listening to a classmate talk about her high school students tonight, it was very powerful hearing that her students have come forward after some reading done in her class.

       If the reading that we are participating in is making me reflect so much, I am thinking about how much a student can reflect. I can definitely see discussing Rickshaw Girl or Inside Out and Back Again with younger students. I think I would really enjoy that. Sold, not so sure, but again, thankful not to be with students of that age. That book was one of the first that I read for this class. It has stuck with me since. I kept hoping for some happiness, then McCormick leaves you at the end knowing that there has been a saving grace for Lakshmi. 

      Many of the global perspectives that we have discussed also happen right here. I read that the Charlotte area is one of the largest in the nation for sex trafficking. How can that be? Would discussing Sold with students lead to that conversation? It could for sure. 

     I definitely have worked in the last two years to add titles to my collection that deal with people withstanding poverty and minority groups suffering from oppression. I am planting the seed for my students for bigger issues as they move up. One thing that I will point out is that my school only goes up to third grade. I only say this because I don't shelter my students, my collection will just be a little different from a K-5 or K-6 school. 

       I added a title called Maddi's Fridge recently. The book is about a friendship between two girls. When Maddi goes to her friend's house, there is always so much food in the fridge. At Maddi's house, there is very little food. Book such as these are so relevant. Some of our students identify with the characters, others learn from them. 

       One book that has stuck with me that I have read this semester is The 57 Bus. I am really looking for someone that has read that book. I need to find someone to discuss that book with! I just can't stop thinking about it. I want my students to read books that they can't stop thinking about. In the pd that I was in last week, another teacher and I were talking about books that we have read (of course I asked her about The 57 Bus, no luck). We thought about how fun it would be to form a book club with some other teachers and meet every month to discuss and have a glass of wine. I have been in book clubs, but not with teachers. That's a new goal! I have never read much YA literature. Why not? It's my new favorite! I do think after this class I might need to read an uplifting book right away though! 

     In ending, I'll share a project that I just finished. I have participated for the last 5 years in a global project for International Day of Peace. Classes from around the world come together and sing a song, the same song. The facilitator of this project retired last year and let us know it was the last year of the project. I thought, well I can do it (because you know I never have enough to do), we have to keep going with this powerful activity. It is SO rewarding to see all of our students come together in this song!