Towards a More Global Education

[Yolanda Y. Williams]

What used to be called "multi-culturalism" has now been expanded and in some ways re-vamped to be called "globalism." I often wonder if this is because the discussion of globalism is more attractive and upbeat or because we, in the United States think we have conquered the problems of equal access and treatment for all Americans.

It's difficult to say, though I have noticed far more resources and interest in the globalism than in the issues of racism and bigotry into which discussions of multi-culturalism typically are "boiled down" into. Perhaps the awareness of our society as global may in fact encourage more positive and forward-moving discussions of multi-culturalism.

Perhaps however, this discussion will end up eventually in the same "bag." the reason I have this perhaps pessimistic prediction is because of this. The discussion of both multi-culturalism and globalism assumes an "us" and "them" approach and stance, rather than assuming that "we are they and they are we."

To accomplish a more global education most educators will, as in the case of achieving multi-culturalism, simply add into their normal ways of providing education an additional author, song, work of art or name from someone born in another country. This is certainly what many did to "achieve" multi-culturalism. There were never so many readings from Richard Wright, works by Freida Kalo, songs of Bob Marley or examinations of the works of Gandhi as during the "heady" days of the 70's and 80's. But did this process really help students or faculty to understand and more importantly to value differences in "voice?" Did this process provide students and faculty with understanding and valuing of the connections between cultural differences and modes of expression; or did it rather only add more information?

What will it take to truly achieve goals of providing education that is global and multi-cultural in focus? It will mean less about what we teach and more about how we teach. In much the same ways educators have adjusted and learned new skills in order to teach to different learning styles, educators will need to change their styles of teaching, course development and planning and it may also include perhaps, dare I say it, re-thinking the ways we assess courses, teaching and learning. It may also include changes in what we assess. What we value, we assess...

We all have a long way to go in this discussion and I am excited to be participant and stockholder in that discussion. Perhaps we can begin by not asking what different kinds of activities can we bring into the classroom to teach globalism or multi-culturalism; but instead ask how can we change the ways in which we provide education that reflect multi-culturalism and a global society.