GLOBAL UNDERSTANDING

• Understanding is the ability to use knowledge to fi

nd meaning and connection between different piec
es of information and perspectives.
Four Interrelated Cognitive
Process
1. The capacity to evaluate information, formulate arguments an

d explain complex situations and problems by using and connecti

ng evidence, identifying biases and gaps in information and mana

ging conflicting argumements.

2. The capacity to analyze multiple perspectives and worldviews

positioning and connecting their own and others perspectives on

the world.
3. The capacity to understands differences in communicati
on ,recognizing importance of socially appropriate commu
nication and adapting it to the demands of diverse cultural
contexts.

4. The capacity to evaluate actions and consequences by i

dentifying and comparing different courses of action and
weighing actions on the basis of consequences.
INTEGRATING GLOBAL AND INTERCULTURAL ISSUES IN THE CURRICULU
M

In practice content knowledge related to global compe

tence is integrated in the curriculum and taught in spe
cific courses. Therefore students can understand those
issues across ages starting early childhood when prese
nting them in developmentally appropriate ways ( Box
Mansillia and Jackson 2011; UNESCO , 2015).
 INTEGRATING GLOBAL AND INTERCULTURAL
ISSUES IN THE CURRICULUM

Gaudelli (2006) affirmed that :

Tachers must have clear ideas on global and intercu
ltural issues that students may reflect on .
 They also need to collaboratively research topics a
nd carefully design the curriculum while giving stud
ents multiple opportunities to learn those issues .
Teachers may also engage in professional learning c
ommunities and facilitate peer learning.
 INTEGRATING GLOBAL AND INTERCULTURAL
ISSUES IN THE CURRICULUM

More so teaching about minority culture in different

subject areas entails accurate content information ab
out ethnically and racially diverse groups and experie
nces.
Curricula should promote the integration of knowled
ge of other people, places, perspectives, in the classr
oom throughout the year. ( UNESCO ,2014) rather th
an using tourist approach or giving students a superfi
cial glimpse of life in different countires now and the
n.
 INTEGRATING GLOBAL AND INTERCULTURAL
ISSUES IN THE CURRICULUM

Textbooks and other instructional materials can also

distort cultural and ethnic differences (Gay, 2015). Te
achers and their students should critically examine te
xtbooks and other teaching resources and suppleme
nt information when necessary.
 INTEGRATING GLOBAL AND INTERCULTURAL
ISSUES IN THE CURRICULUM

Connecting global and intercultural topics to the reali

ty, contexts and needs of the learning group is an effe
ctive methodologies approach to make them relevan
t to adolescents (North South Centre of the council o
f Europe ,2012).
INTEGRATING GLOBAL AND INTERCULTURAL ISSUES IN THE CUR
RICULUM

People learn better and become more engaged when

they get connected with the content and when they s
ee its relevance to their lives and their immediate en
vironment (Suarez Orozco and Todorova, 2008)