Diversity and Global Learning
What is diversity & global learning?
Listed below are the student learning goals of diversity and global learning (according to the AAC&U presentation by Teraguchi and McTighe, 2004):
Understanding diverse cultures
Developing intercultural skills
Understanding global processes
Preparing for citizenship, both local and global
When students interact with people from different cultures and are exposed to global learning, there are many positive implications including their increased ability to function as citizens in a globalized world. The list below describes the knowledge, skills, and attitudes/values of global citizens (Gibson, Rimmington, & Landwehr-Brown, 2008).
Knowledge
Understanding of culture, diversity, globalization, interdependence, peace and conflict, nature and environment, sustainable development, possible future scenarios, and social justice.
Skills
Research and inquiry skills, theory testing, critical thinking, communication skills, political skills essential for civic engagement in a global society, ability to challenge injustice and inequalities, cooperation, and conflict resolution.
Attitudes & Values
Appreciation of human dignity, respect for people and things, belief that people can make a difference, empathy toward other cultures and viewpoints, respect for diversity, valuing justice and fairness, commitment to social justice and equity, curiosity about global issues and global conditions that shape one's life, concern for the environment, and commitment to sustainable development.
Where and how does diversity and global learning happen?
Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both—often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad. (Definition from AAC&U LEAP, 2008). Thus, global learning and diversity can happen in many different contexts: in coursework, in the workplace, study abroad or travel. It can happen while completing projects, service activities, collaboration, or professional development. However, the experience isn't the learning. Learning comes from reflecting about the experience. Use the guiding questions below to help you reflect on the experiences that have contributed to your diversity and global learning.
How might you develop a reflective response about diversity and global learning?
Guiding Questions
What did you do? Identify & Analyze
What was the course, project, or experience that prompted you to interact with people whose knowledge, skills, or attitudes and values differ from your own? How did you go about expressing your opinions while also respecting the views of others? Where might you expect to encounter differing perspectives, behaviors, or even inequality or injustice in your discipline?What does it mean? Evaluate & Synthesize
How might your approach (for example communication style or problem-solving method) vary according to a diverse audience or group you are interacting with? Why should it vary? How has something you have learned about current global conditions personally affected you? How has this motivated you to learn more about this issue? What are the reasons that lead to differing perspectives, behaviors, or inequalities?Who benefits & how? Transfer (Bottom Line)
How can the diverse viewpoints you have been exposed to help you in your future interactions with diverse people? How will the skills you learned regarding cooperation and respect for diverse viewpoints advance the work you expect to do on the job? What are some possible future situations in which you might find yourself facing injustice or social inequality? How do you expect to advance social justice in the work you will be doing?