Education Assignment

Cliff Miller

Global and Multicultural Education

ED553: History and Philosophy of Education

Prof:  Kelvin Beckett

March 14, 2017

Global education also known as global studies refer to an interdisciplinary move towards learning skills and concepts required for functioning in a world increasingly multicultural and interconnected. It also refers to as a creative approach to bringing about a change in the community. The other definition is that it is an effort of helping people see the world like a single and global system and view themselves as participants of the system involved. Multicultural education is any teaching or training that incorporates histories, values, beliefs, texts and people's perspectives from varying cultural backgrounds. Currently, global education is essential in US education because the skills and aptitudes obtained from this education contribute to the global competence of the young people. It also builds a robust educational experience to the students and increases cultural understanding of the people that are critical tools to the individuals to navigate the global job market.

Regarding the Tye reference, the source's key points are that global education empowers and motivate people to become citizens that are active and responsible. The other aspect is that it highlights that global education starts by raising awareness concerning global challenges like poverty or inequality that result from environmental degradation, different resources distribution, and violent conflicts thereby creating a deeper understanding of the complexity of underlying causes (Tye K. A., 1999). The relevance of this source to higher education leadership is that the leaders should equip learners with learning process basing on universal values like tolerance, equality, solidarity, inclusion, non-violence and cooperation. From reading the source, the reader could learn that global education begins by raising awareness, then understanding, critical reflection, informed action and later sustainable change in the community. The other source by Kirkwood has its key point being that global education is the effort of helping people see the world as a system and being part of the system (Kirkwood-Tucker, 2009). Its relevance to global education leadership is that the leaders should be the most influential in the learning that occurs in classrooms. The reader of this source would learn about the goals of global education. Regarding the encyclopedia of multicultural education, the key points are teaching and learning in a diverse environment (Mitchell, 1999). Its relevance is that leaders should facilitate the children to learn about a different culture and the reader of the source may learn that multicultural education has a vital role to play in societies like uniting people. Regarding the origin by banks and others, its relevance to educational leadership is that educators must conceptualize school as a micro-culture with norms, statutes, values and goals like other social systems whenever formulating schemes of multicultural education (Banks, 2010). The reader may realize that multicultural education entails an idea that states all students must experience equality in education regardless of the groups they belong to ethnicity, gender, race, culture religion, social class, and language. The key points are the schools as social systems and goals and characteristics of multicultural education.

The source by Ramsey has key points like ageism and factors that lead discrimination (Ramsey, 2004). Regarding the leadership, its relevance is that they should not allow ageism to be the basis of discrimination and the learner would learn that multicultural education aids in bringing different cultures together.

The source by Tye has key points like what it takes in bringing a global perspective to schools curriculum without sacrificing other necessary K-12 components. The other key point is the importance of global perspective. The reader learns how to incorporate a global perspective in the curriculum without sacrificing other elements of the curriculum of K-12 (Tye B. B., 1992). Its relevance to global education leadership is that it should incorporate the global perspective into the school curriculum without the sacrifice of other components of the curriculum. The Wit's source has its key point being internationalizing higher education in the US and Europe, and the reader knows the reason for expanding this global education (Wit, 2002). The relevance to leaders of the initiative is that they should aid in the process of internationalizing the global education. The TYE's source has the key point of changing global education from thought into action. The reader learns the importance of comprehensive education from reading this source and its relevance to the leadership in higher education is that it should aid in transforming the global education from thoughts and put it into action (Tye K. A., 1991).

Banks, J. A. (2010). Multicultural education: Issues and perspectives. Hoboken,: N.J: Wiley.

Kirkwood-Tucker, T. F. (2009). Visions in global education: The globalization of curriculum and pedagogy in teacher education and schools : perspectives from Canada, Russia, and the United States. . New York:: Peter Lang.

Mitchell, B. M. (1999). Encyclopedia of multicultural education. . Westport, : Greenwood Press.

Ramsey, P. G. (2004). Teaching and learning in a diverse world: Multicultural education for young children. New York:: Teachers College Press.

Tye, B. B. (1992). Global education: A study of school change.. Albany: : State University of New York Press.

Tye, K. A. (1991). Global education: From thought to action ; yearbook of the Association for Supervision and Curriculum Development. Alexandria, : Va: ASCD. .

Tye, K. A. (1999). Global education: A worldwide movement. Orange, Calif: : Interdependence Press.

Wit, H. (2002). Internationalization of higher education in the United States of America and Europe: A historical, comparative, and conceptual analysis. . S.l.: Information Age Pub.