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• W73309305 abstract "In our work at Ohio State University and within the Columbus, Ohio, community, we interact daily with women from other world regions. Whether they are well-educated international students or refugees who have little formal schooling, these women share similar reactions as they interact with Americans during their first year here. First, they are surprised at Americans' outdated information or ignorance about their cultures, countries, or even their continents. They think of Korean women from the war fifty years ago, says one woman. They can't imagine us with cell phones and college educations. Others observe that some Americans prefer stereotypes to reality. first questions they asked were: Did I live in a mud hut? Wear clothes? Have lions in my backyard? When I showed them photos of Harare, my school and my family's home, the students told me that they wanted to see the real Africa! says a woman from Zimbabwe. The women have not been here long before they encounter American prejudices. Although a few are actively harassed, the more common problem is invisibility-being ignored by teachers and students, store clerks, co-workers, or neighbors in their community. Some wonder why Americans act as though foreigners are not worthy of attention or respect. Is it because Americans have such power that they think we are not as good? asks one. These experiences contradict the image many of these women had of the United States as a land of equality and opportunity. What are American social studies teachers doing to improve their students' knowledge and attitudes toward women around the world? In research with global educators over the past fifteen years, we have identified a number of practices that teachers use to improve student learning about the world and its women through global perspectives. (1) Whether these social studies teachers ground their work in world history, post-colonial theory, area studies, cultural studies, multicultural education, or women in development, they share a common goal: student understanding and appreciation of past and present events, global connections, and issues though the eyes of diverse women. Global educators share a commitment to beyond Eurocentric perspectives to teach the voices, experiences, ideas, and worldviews (2) of women in Africa, Asia, Latin America, and the Middle East and of people of color in the United States. Some call this inclusion moving the center from a curriculum centered on American and European worldviews to a curriculum that is inclusive of worldviews of the majority of the world's peoples. (3) In this article, we describe how teachers are integrating global perspectives into their instruction to increase student understanding and interest in gifts and women of other cultures. We begin by examining some assumptions that have constrained American understanding of the world's women, and teachers' perceptions of problems in teaching students to think globally about women. Then we outline and illustrate some of the practices teachers have developed to increase student knowledge, create interest, and reduce prejudice. Refer to Table 1 for an overview of the curricular problems teachers face and examples of practices they have developed to overcome these problems. Overcoming the Legacy of Imperial Worldviews Over the past thirty years, American multicultural and global educators and international post-colonial scholars have explored relationships between Eurocentric curricula inherited from the British and the poor quality of information in mainstream academic knowledge about women of color in the United States, Africa, Asia, Europe, Latin America, and the Middle East. Central to these fields of study is a concern about the enduring misconstructions and misrepresentations of Other--people of color in the United States, people living in poverty, immigrants, or people in other countries. (4) The question of why The Other is misrepresented is of special interest to people who come to the United States from other countries and find that even well educated Americans have stereotypes, misperceptions, and lack of understanding about their countries and cultures. …" @default.
• W73309305 created "2016-06-24" @default.
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• W73309305 date "2003-01-01" @default.
• W73309305 modified "2023-09-24" @default.
• W73309305 title "A Global Education Framework for Teaching about the World's Women. (Women of the World)" @default.
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