Teacher Education Goes Global
Huey-Li Li Module
Course Name: Social and Philosophical Foundations of Education
Module Title: Toward A Concentric Model of Global Multicultural Education
Module Description: In response to the complicated interplay of local and global educational concerns, this module will first explore how and why place-based education cannot cultivate a meaningful bioregional sensibility without addressing political and economic globalization. Next, this module will examine the conceptual connections between place-based education and critical global education. Finally, the module will facilitate a collaborative inquiry into a concentric model of multicultural education that integrates global education and place-based education.
Global Learning Outcomes Addressed:
Time Required: 2 Hours
Resources: Required Readings
Nussbaum, M. (1996). For love of country: Debating the limits of patriotism. Boston: Beacon.
Wilson, R. & Dissanayake, W. (Eds.) (1996). Global/local. Durham and London: Duke University Press.
Module: View Module


I would enjoy taking this course or being a part of it to engage in discourse about placed-based knowledge. Have the students taken cultural diversity, multi-cultural, or sociology-based courses before this course? Have they explored their own sense of self within the different places and spaces? I am curious to learn more about how they interpreted the readings as well as how they personalized it to their own lives, personally and professionally.

Jen Fisette

Huey-Li Li-- I really appreciate the way in which you presented the often ignored and de-valued connections between global citizenship education and place-based education. I think often times citizens fail to understand how their actions and inactions (within a certain place) connected them with geographically distant and culturally diverse populations. The economic, political, environmental, and social decisions of citizens help shape our world and the type of world we want to see. I also applaud you for having one of the few modules that mentions a “critical global perspective”. Too often global education (especially, global citizenship education) has been hijacked to push a neoliberal agenda which fails to consider the dignity, rights, beliefs, and culture of certain people and communities. This being the “Global Edu., Inc.” phenomena. I really appreciated your insights. Cheers, Brad

Li, i wonder if you've considered publishing this argument and thesis? it is very sophisticated and i do appreciate the logic that place based education devoid of political and economic understandings is miss-guided.

Very interesting--perhaps also a component that situates this as a global studies approach rather than a study of global issues might be helpful.

Thank you for attending to the course module. This graduate course is designed for graduate students and is based on an assumption that most graduate students who took this course have taken courses related to multicultural teacher education when they were undergraduate students. At the University of Akron, undergraduate students are required to take 5100: 300 Equity and Excellence in Education. One component of this course is a Cultural Autobiography. Listed below is are guidelines for this course requirement: This experiential project will be based on a concentric circle model of developing multicultural pedagogical competence. Your self-knowledge will be the core center for developing your multicultural pedagogical competence. To gain a better understanding of yourself and your progress toward becoming a professional educator, you are responsible for completing your cultural autobiography. The purpose of this requirement is to invite you to undertake a critical and reflective inquiry into the formation of your individual, cultural, and professional identity. Your cultural autobiography should include: • A descriptive and interpretative account of how the quotidian (everyday) and mundane cultural practices in your family, religious organizations, community/communities, and schools shape your world-view, values, behaviors, and social actions. • A descriptive and interpretative account of how unique cultural events in your community lead to a re-shaping or a re-affirmation of your world view and values. • A descriptive and interpretative account of how your cross-cultural experiences raise your awareness of your cultural heritage. • A critical analysis of the interrelationship between your cultural values and your pursuing a professional career in teaching. *** In this project, please keep in mind Dewey’s principle of continuity of time where the past and future interact in the present moment. Because not all students enrolled in the graduate course have taken 5100: 300, the initial seminar activities did center on facilitating seminar participants’ undertaking taking a reflective inquiry into the formation of self-identity, gender identity, racial/ethnic identity, and social class identity. During Spring 2012, seminar participants were from diverse backgrounds. Thus, the seminar participants were able to engage in critical dialogues concerning the “roots” and “routes” that shape their world-views and values in varied places. To a large extent, the participants’ exploration of their “places” focused on the cultural rather than biophysical aspects. In preparing to teach this course again, I plan to incorporate documentary photography to re-orient the seminar discussion and help participants attend to the bio-physical aspects of their places. --Huey-li Li