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Africa

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September 2, 2015 | 10:02 pm
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December 6, 2013 | 10:34 am
African Languages InitiativeThe African Languages Initiative (AFLI) offers Boren Scholarship applicants the opportunity to study African languages and cultures by participating in domestic and overseas language programs in one of the below languages. Although domestic funding is not available as part of the Boren Scholarship, supplemental funding is available for undergraduate students participating in this initiative to study at the University of Florida, Gainesville during summer 2014.   African Languages Initiative ProgramsProgram InformationThe official domestic program is administered by the University of Florida, Gainesville, while the official overseas programs are administered by the American Councils for International Education. In addition to completing the Boren Scholarship application, all AFLI applicants must complete relevant domestic and/or overseas program applications. Admittance into the AFLI domestic and overseas programs does not influence the review of the Boren... read more
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June 26, 2013 | 6:48 pm
Indiana University (IU) has a long history of embracing internationalization in its School of Education.  When W. W. Wright became the second dean of the college in 1946, he expressed a clear commitment to global engagement that is even more apparent today under the leadership of Dean Gerardo Gonzalez. “Globally competent pedagogy and preparing globally competent teachers through research, theory, and best practices is integral to our mission,” notes Gonzalez.  “It is the fabric of our program.”   Campus Wide Foundation of SupportAs an institution, IU is dedicated to internationalization.  The University’s core curriculum includes a six-credit hour world languages and cultures requirement, which may be fulfilled by taking courses in world cultures or languages or through an international experience – such as study abroad – for at least six weeks.  As a required element of a students’ overall course load, the requirement shows that the institution is committed to ensuring all of their... read more
Posted by: Caitlin Haugen
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February 28, 2013 | 11:55 am
Faculty and administrators often turn first to student teaching abroad when considering international experiences for pre-service teachers. Colleges of education, however, have other international options to consider for their students.  Study Abroad and Supplemental Experiences for Pre-Service TeachersTrends toward short-term spring or summer experiences are attractive options for students in tightly scheduled programs such as teacher preparation, or for students for whom extended stays away from their home campuses are not possible. Clearly, it is not possible to fully appreciate the complexities of another culture during a three- or four-week visit.  Indeed, many have questioned whether a student can have more than superficial exposure through these kinds of experiences. However, short, carefully-planned programs may spark a desire for further cross-cultural learning, lay a foundation for longer experiences, provide basic language instruction, or establish relationships that... read more
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February 28, 2013 | 11:40 am
Social studies, the traditional home of “global education,” includes many courses and topics that lend themselves readily to teaching about the world. The National Council for the Social Studies (NCSS) identifies history, geography, civics and government, economics, and psychology as the subject areas associated with social studies education. Few teachers, however, have received specialized training during their certification preparation to teach these areas in a global context. Thus for many years, globalizing the curriculum has been the province of professional development for practicing teachers. Social studies teachers often rely on in-service training programs, such as those offered through Title VI National Resource Centers, to gain the skills needed to teach social studies in a manner than includes international perspectives.Social studies education organizations advocate for providing global perspectives in the field. For example, NCSS has developed a position statement on the... read more
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February 18, 2013 | 8:44 am
The leadership and faculty of the Reich College of Education (RCOE) at Appalachian State University have developed a collaborative culture that emphasizes communities of practice. RCOE’s conceptual framework offers the following direction:We view our candidates and ourselves as active, continuous learners. Because this process proceeds despite any conscious efforts to alter it, schools and all other agencies should take into account the principles that drive the process. Second, learning occurs as individuals engage in meaningful social activity … As a result, we must pay attention to both the social and the individual nature of teaching, learning, and organizational life.In building and articulating this community, RCOE has included global understanding in their mission objectives. One specifically states “Integrating multicultural and global perspectives and knowledge into all program areas to prepare graduates to work with diverse populations in diverse environments.”  RCOE... read more