Affiliation:
1. Northern Arizona University, USA
2. Purdue University Global, USA
Abstract
Classrooms are brimming with learners who demonstrate their talents by responding to interactions in a global world. These learners are astute at acknowledging global context and building an awareness of the cultural, ethnic, racial, linguistic, and socioeconomic diversity that exists within themselves and others. They are nuanced in recognizing the multifaceted aspects of identity and constantly make connections to their home and community. Yet, the curriculum they experience in schools does not openly value or solicit this type of knowledge. This chapter presents a continuum for educators to reflect on their curriculum through a critically conscious lens. Instructional constructs are provided to guide educators in acknowledging and integrating global and cultural competencies into classroom learning experiences. This chapter presents reflection questions and curriculum connections that teachers can use to nurture and sustain Cultural and Global Competence in all learners.
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