Chapters 1 & 2 Critical Reflection

Before reading the assigned chapters, I first read the inside flap of the book to get an idea of what the book would be about. I was happy to find out that the book would feature real cases of teachers, classroom, and students from around the world who have engaged in global learning networks. Because I have never been involved in such a network, either in my graduate studies or in my teaching career, I was very excited to learn about ways that others have found success in doing so.
While reading the first chapter and the paragraphs about Columbus Day and the importance of getting students to think critically, it reminded me of a book that I read in my undergraduate work, called Lies My Teacher Told Me. This book discussed the ways that we were educated in schools and how these ways often did not allow for discussion or critical thinking of our own. Rather, students were simply given information from textbooks that we either regurgitated on a test, or simply learned without further discussion. We were never given opportunities for further inquiry or to discuss reasons that such historical events occurred. In the case of Christopher Columbus, we never looked at him with the perspective of his right to claim Indian land in the name of another land’s crown. This sort of discussion can cause students to challenge the “official” (as stated from Brave New Worlds) versions of history, which is often looked at as a negative effect. However, in my opinion, I feel that critical questions and discussions that arise from looking at situations from multiple perspectives in extremely important in developing student opinions. Furthermore, it gives students a better understanding of history and how it truly happened. The implementation of top-down control is something that should be changed in today’s school systems, so that children can develop a voice of their own after viewing all perspectives of a given situation.
When discussing the importance of teachers and students participating in learning networks that are global, Cummins and Sayers state, “In fact, these students have become more aware of their own culture as a result of the contract they have experienced with another” (p. 13). I completely agree with this idea—students become more aware of themselves when they see others as different. Currently, my sister is completing a semester abroad in Barcelona, Spain. This abroad opportunity is an excellent learning experience in multiple ways, but after being there for only a week, she has told me that she has already learned so much—not necessarily about the Spanish culture, but about the American culture. Because she often notices differences in the Spanish citizens’ customs and appearances, she then begins reflecting on her own differences and what makes her American. I think that by engaging students in online global learning networks, they can better understand themselves first, which will then help them to understand other cultures, as well. This will also help students to become critical learners and to question not only the traditions and ideals of another culture, but also those of their own culture, as well.
The case studies presented in chapter two further the importance of global learning and the effects that it can have worldwide. Important to the idea of creating global networks is access to technology, such as computers with Internet or e-mail. The authors discuss the fact that funding is often dependent on property taxes, which thus affects the availability of resources in various areas. I find it upsetting and confusing how a city such as Bridgeport, CT has such high property taxes, yet funding for education does not seem high. There have been various initiatives throughout the city to help improve education and there have been improvements in various schools on available technology, yet there are still schools within the city that do not have available resources. How do we account for such problems? When, if ever, will such discrepancies be resolved?
The case study of the students who worked together to focus on bringing relief to children in refugee camps in Yugoslavia gave students real stories of the way students and families were treated. If the same group of students had simply read about the war in a textbook, I do not think that they would have been encouraged to think as critically about the situation. Furthermore, I don’t think that the students would have been affected to the extent that they were if they had simply read about it. Reading first-hand accounts of children’s experiences in Yugoslavia brought a sense of feeling and realness to the situation, therefore impacting students and their desires to help.
All of the case studies that were presented had profound impacts on the students involved. Students were able to relate to others and through cooperative learning and discussion, prejudices and other biases were reduced. Through the case study that featured classrooms from San Francisco and New York City, students realized that they had common interests and could become friends, after all. The students were intrigued by the stories of each others’ families, and wanted to learn about the traditions and customs that they shared. I think that this is extremely important and I believe that students learn better when they have desire to learn about the material at hand. When looking back on my own educational experiences, I have clear memories of the information that I learned as a result of my genuine interest in the subject matter—the material that was simply lectured to me did not have significant relevance to my own life and therefore, it was easily forgotten.
Using the Internet to involve American children in a bigger, global community is extremely important in learning and developing their morals, values, and beliefs in our country. When introduced to other students from around the world at a young age, students can better understand both themselves and the world in which they live.