The Difference a Global Educator Can Make Global educators make instructional decisions tbat profoundly influence students’ understanding of other cultures and global issues. {instructional decisions that affect how students percelve theic owa culture, their nation, the Hives of people around the ‘world, and the issues and conflics| facing the planet. [Not surprisingly, these decisions become more important when a community, state, or country is feeling the effects of global economic, sociocul- tural, environmental, political, or tech- nological change. he artival of « Honda assembly plant, the resettlement of 17,000 Sornall refugees, oF the exodus Of US. manufacturing plants to other ‘countries can influence community thinking and teachers’ instructional decisions, Natlonal and regional ‘events—such as the Gulf War, protests at World Trade Organization meetings, or the attacks of September 11, 2001— also have considerable effects on teachers’ instruction (Merryfield, 1993) In my work with teachers during the past 20 years, Ihave found that global ‘educators shace certain characteristic instructional strategies: they confront stereotypes and exotica and resist simplification of other cuftures and ‘global issues; foster the habit of exam- ining multiple perspectives; reach about ‘power, discrimination, and injustice; and provide cross-cultural experiential learning (Merryfield, 1994, 1998). These K-12 global educators use similar strate Merry M. Merryfield ales despite differences in their commu- nities, student populations, or ‘curriculum mandates. Here are some ‘examples of the strategies of global ‘educators whom I have observed at -work in the elassroom. Address Stereotypes and Exotic Images Ina Sth grade world cultures unit on the Middle Bast, some teachers may motivate students by presenting exotte Images—such asthe harem, polygenty, belly dancing, Arab shetks, and camel suces—and may fall to challenge ra students’ comments that stereotype all _Asabs as supporters of terrorism or all Arab women as having few rights. ‘Global educators, however, purpose Lully address stereotypes and challenge the exotic images and misperceptions that students bring with them into the classroom, These teachers develop lessons to replace misinformation with knowledge of the complexity of cultures, cultural conflicts, and global {ssues, To begin a unit on the Middle ast, for example, a global educator asks students to brainstorm what they know about Muslims, Arabs, and the Middle Hong Thi Nguyen, a graduate student at Ohio University in Athens, Ohio, speaks with 6th graders at Alexander Middle School in New Marshfield, Ohio. 18 EpvcationaL Leapzasuit/OcTowEn 2002Fast and then immediately addresses common misperceptions, When students confuse the terms Arab and Austio, the teacher helps students -map where Arabs live and introduces primary sources for students to differ. centiate diverse Arab cultures and the Muslim world (ad, 1997. Eduard Said’s (1993) ideas on. how Europeans constructed the “Orient” can help students recog- nize the exotic images of the ‘Middle East in popular media, ‘entertainment, and textbooks, and the Gulf War. Socal fucation, 57, 33-41 Merpfeld M. M. (1994). shaping the Ccurrculum in global education. journal of Currteutun and Instruction, 9, 233-209. Menryfel, i. M1998). Pedagogy for ‘lobal perspectives in education ‘Mheory and Research tn Soctat Bacar tion, 260), 342-379, Naupi wa Thong, (1993). loving the contre: The struggle for eutura freedom. London: Cty sal EW. 999). Guture and tmpert- ale, Nevy York: Alfed'A, Knopt Sal EW. (1987) Covering stam, New York: Vintage Pres. Watschauer, M. 999), Bletronic tera cles: Language, culture, and power it conine education. Natura, NY Tawrence Fitba Associates ila, J (1998). Learning to donde {he world Minneapolis, MN: University of Binnesota Press Wilson, AT. 1993). fhe meaning of laternational experence for schools Westport, CT: Praeger. Merry M. Mertyfield is Professor of Social Stuties and Global Education, Schaol of Teaching and Learning, Ohio State University, 333 Arps Hall, 1945 N. High St, Columbus, OH 43210; merryield1@osu.edu ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT a