Teacher in

the Global
Community
“Education has long been viewed as a
vehicle for building community”
 undermined by recent trends toward
the centralization of educational policy-making.
e.g.
US ; racial profiling new laws
Arizona and Texas; No Child Left Behind and global racism

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Globalization
 serves as a vehicle for the
commodification of schooling in the
service of corporate capitalism

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Teaching for Global
Community
Overcoming the Divide and Conquer
Strategies of the Oppressor examines these
issues among related others as a way to honor
and re-examine Freirean principles and aim to
take critical pedagogy in new directions for a
new generation.

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Freirean principle
Paulo Freire
 The aim of education is radical
transformation
We are called upon to
transform:
 Our own personal live
 Our community
 Our environment
 The whole society

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Teaching for Global Community:
Overcoming the Divide and Conquer
Strategies of the Oppressor:
 MARXIST AND NEOMARXIST PERSPECTIVES ON EDUCATION
AND CULTURE
 TRANSNATIONAL STUDIES AND BORDER PEDAGOGIES
 TEACHING A GLOBAL COMMUNITY AND CRITICAL RACE
THEORY
 DEVELOPING CRITICAL PERSPECTIVES IN TEACHER
EDUCATION
 CLASSROOM DISCIPLINES
 PEDAGOGY FOR SOCIAL JUSTICE
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MARXIST AND NEOMARXIST PERSPECTIVES ON
EDUCATION AND CULTURE
 Reproduces class inequality.
 material and cultural capital
 Legitimates class inequality.
money determines how good an education
 Teaching the skills future capitalist employers used.
hidden curriculum
 Counter School Culture
 Value system was opposed to the school.
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TRANSNATIONAL STUDIES AND BORDER
PEDAGOGIES
 Transnational studies and border education comes
the potential for numerous academic benefits
including increased access, diversity in program
offerings, development of intercultural skills and
understanding, joint research, curriculum
innovation, and capacity building as well as
economic, sociocultural, and political benefits.

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TRANSNATIONAL STUDIES AND BORDER
PEDAGOGIES
 Mobility
 Academic(students, faculty, scholars)
 Program(franchise, joint degree, massive open
online courses)
 Provider (branch, campuses, internationally co-
develop universities)
 Virtual(distance education)

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TEACHING A GLOBAL COMMUNITY AND CRITICAL
RACE THEORY
 criticalrace theory to the classroom dramatically
shifts the nature and scope of schooling for students
of color in urban schools. In focusing on students,
applied critical race theory centers the development
of voice and expression, and de‐centers the
high‐stakes pressures that limit student engagement

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TEACHING A GLOBAL COMMUNITY AND CRITICAL
RACE THEORY
 teachers must clarify the importance of student voice,
but also of knowing how to engage in dialogue with
students about the social context they navigate daily.
Understanding how to foster critical voice in students
provides educators the tools to create engaging
classrooms, and acknowledges the intense emotional
experiences that students bring (from home contexts)
to the classroom. Without such acknowledgement at
the core of schooling, educators are likely to reinforce
the very stereotypes that lead students to reject what
they often see as demeaning education
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DEVELOPING CRITICAL PERSPECTIVES IN TEACHER
EDUCATION
 Empowerment
 Is a major theme for teachers, it directs attention away from the
individual psychological traits of teachers or their specific
classroom behaviors and looks instead at the interplay of political,
sociocultural, and organizational forces that constrain teachers as
they try to carry out their instructional mission. There several
factors that have led to the disempowerment of teachers. For
example, their work has been feminized, technologized, deskilled,
intensified, and privatized. Teachers can become empowered by
resisting these trends and working collaboratively to gain more
organizational power.

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DEVELOPING CRITICAL PERSPECTIVES IN TEACHER
EDUCATION

 Begin with a question  Use Information

 Create a Foundation Fluency
 Consult the Classics  Utilize Peer Groups
 Prioritize it

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 CLASSROOM DISCIPLINES
 Discipline
is a key component to effective classroom
management. Classroom discipline refers to the
strategies a teacher uses to manage student
behaviors and attitudes during instructional time. A
teacher who uses consistent discipline strategies
exhibits more effective classroom management than
an inconsistent teacher. Though teachers usually
develop their own styles of discipline for their
classrooms, most discipline strategies can be
categorized into three main styles or approaches.

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 CLASSROOM DISCIPLINES

 Preventative Discipline
establish expectations, guidelines and
rules
 Supportive Discipline
 The use of verbal warning.
 Corrective Discipline
 Set of consequences
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PEDAGOGY FOR SOCIAL JUSTICE

 Teachers serve as agents of social change as do

students. The hope is to alter current inequalities in
society by equipping marginalized communities with
strong future leaders who are able to succeed (Ayers
et al. 2009). “The teacher’s role is to equip students
with the knowledge, behavior, and skills needed to
transform society into a place where social justice
can exist”

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Thank You
Reference:
https://www.infoagepub.com/products/
Teaching-for-Global-Community

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