Developing a Global Perspective for Educators

Global Cohort

Overall Goal of Program: Prospective teacher-candidates are invited to enrol into our unique Developing A Global Perspective for Educators program of study. Primary/Junior B. Ed students who are accepted into this special cohort at our Faculty of Education within the University of Ottawa will explore how to effectively and creatively integrate international development education into the existing Ontario curricula. Prospective teacher-candidates in this unique program will also be given the option to participate in various community service learning social action projects. Students who choose to do so complete a minimum of 30 hours of community service learning via a social action project. In turn, teacher-candidates receive a co-curricular certificate from the Community Service Learning Institute here at the University of Ottawa.

Furthermore, teacher candidates have an opportunity to learn teaching and learning strategies associated with international development, social justice, peace, and environmental education. Additional resources, many of which have been developed by development-based NGOs, are made readily available to teacher candidates. Consequently, various guest speakers from different NGOs (Warchild, Canadian Hunger Foundation, UNESCO, etc.) are invited into our classes to teach students how to integrate their programs into the Ontario curriculum.

This cohort receives a specialized program through several key “foundation” courses, including Curriculum Design and Evaluation (PED 3103, Nicholas Ng-A-Fook), the Learning Processes (PED 3101, Rebecca Llyod), Teaching the Exceptional Learner (PED 3106, Amy Hotte), Schooling and Society (PED 3102, Nicholas Ng-A-Fook) and PED 2143 Professional Practices (Sharon Cook and Ruth Kane). In addition, several “teaching methods” courses will address this area explicitly. These include pedagogical training in teaching Language Arts (Pat Palulis), Science (Giuliano Reis), Social Studies (Lorna Mclean) and Mathematics (Richard Barwell). As a team we try to integrate the aforementioned themes within the curriculum we all teach. Consequently, we meet on a regular basis to discuss various planned content and activities we each teach in our individual courses in order to try and provide some differentiation and continuity for students enrolled in this cohort.

The cohort’s programming is also supported by a strong extra-curricular activities funded by CIDA and includes for example, the Fall and Winter Institutes, film festivals, and Global Education Research Network. Candidates who choose to enrol in this cohort are invited to participate in generating new curricula (lesson and unit plan, resource reviews, newsletters, etc.) for our website and to involve themselves in a variety of out-of-class activities such as engaging in volunteer work within various local, national, and international communities.

Sample Work

2009/2010 Community Service Learning Project
Kitigan Zibi Anishinàbeg

2008/2009 Social Action Project
Coltan Resource Booket

Global Neighbourhood Primary Teachers’ Resource Book

More students’ works…

Testimonials

Melissa MacIntyre (2010)

As a part of the Global Cohort, I had the chance to participate in a Community Service Learning Project with the Kitigan Zibi Community in Maniwaki. This was a great educational experience, because I deepened my knowledge about First Nations culture, historical tradition, and present circumstances. I further developed my curricular knowledge through reading our course’s main book “Since Time Immemorial” and through working with the Kitigan Zibi Community. This project afforded me an invaluable pedagogical and curricular opportunity to experience First Nations culture first hand.

As a global educator, I strive to develop lessons that are culturally responsive and address both local and global social inequities. After this project, I feel much more knowledgeable about Algonquin culture and traditions, as well as the societal forces that have influenced their lives throughout history. I feel much more prepared to teach students about aboriginal culture and history here in Canada. And through this experience, I have come to really appreciate the Kitigan Zibi’s historical contributions to Canada. What I took away from this work is that their educational values are what we strive to achieve through global education, such as but not limited to acceptance, compassion, empathy, and respect for others and the environment.

Denise:

I am thrilled to have been part of the Global Perspectives cohort this year. I did not have experience abroad prior to taking my B Ed, but was really hoping to get a better perspective on global issues and how to bring them into my teaching. It was a great experience, learning from my classmates, some of whom have had experiences abroad, and also from professors who have a particular interest in larger global issues. I cannot really imagine teaching any other way, now that I have had the exposure to so many intersting NGOs and other organizations who represent and work in relation to different global issues. I am very thankful for having the opportunity to be in this cohort. It truly enriched my year of learning about teaching practices, and will definitely allow me to be more confident in weaving global issues throughout my teaching in the future.

Christy Takahashi:

My experiences in the Developing A Global Perspective’s cohort this year helped shape my vision and philosophy of education. Being a member of the global cohort facilitated my involvement in other faculty events and exposed me to many meaningful learning experiences. As a result, I feel both prepared and motivated to incorporate global issues such as human rights, environmental sustainability, peace and justice, and international development into my future classroom. As a member of the global cohort, I also benefitted from being surrounded by individuals from diverse backgrounds with a common goal of educating for peace and social justice. My membership in the cohort has provided me with pedagogical strategies, inspirational ideas and immense excitement at the possibility of affecting real change through education.

Rich Thibault:

This past year I had the good fortune to be part of the Global Perspectives cohort in the Faculty of Education Primary/Junior program at the University of Ottawa. My eyes were truly opened to educational concepts that I may not have considered before starting this program. The Developing A Global Perspective for Educators program showed me that even though you are just one teacher, or one person, the amount of change you can create in your classroom is endless. I am currently using many lesson plans that I saw my peers demonstrate in classes. The students are really enjoying themselves. I would recommend this cohort to anyone thinking of joining the teaching community.

Becky:

Participating in the Global Perspectives Cohort has opened my eyes to the value and importance of educating students about issues related to human rights, the environment, cultural diversity, and many other global topics. Through my courses, I was introduced to the complexity of integrating this type of learning into the classroom. However the professors, workshopfellow B.Ed students provided many pedagogical strategies and lesson ideas for effectively implementing a global perspective into lessons. As a result of being in the Global Perspectives Cohort, I now feel confident that I will not only be a successful teacher, but will also stand out from the crowd as someone who will teach the leaders of tomorrow to be conscientious global citizens.

Associated Faculty

Richard Barwell
Sharon Cook
Phyllis Dalley
Ruth Kane
Lorna McLean
Nicholas Ng-A-Fook
Steven Noble
Patricia Palulis
Giuliano Reis