Becoming a Globally Competent Teacher

Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier, J. Montana Cain

• Publisher: ASCD
• Year: 2019
• ISBN:
  9781416627548
• Topic: Education
• Subtopic: Professional Development

Teachers today must prepare students for an increasingly complex, interconnected, and interdependent world. Being a globally competent teacher requires embracing a mindset that translates personal global competence into professional classroom practice. It is a vision of equitable teaching and learning that enables students to thrive in an ever-changing world.

This thought-provoking book introduces a proven self-reflection tool to help educators of all grade levels and content areas develop 12 elements of such teaching. The book is divided into three sections: dispositions, knowledge, and skills. Each chapter is devoted to an element of globally competent teaching and includes a description of that element, tips for implementation delineated by developmental levels, and links to additional resources for continuing the journey.

Examples of globally competent teaching practices include - Empathy and valuing multiple perspectives.
- A commitment to promoting equity worldwide.
- An understanding of global conditions and current events.
- The ability to engage in intercultural communication.
- A classroom environment that values diversity and global engagement.

Throughout, you'll also find examples of these practices at work from real teachers in real schools. No matter what your experience with global teaching, the information in this book will help you further develop your practice as a global educator—a teacher who prepares students not only for academic success but also for a life in which they are active participants in their own communities and the wider world.

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Chapter 1

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Empathy and Valuing Multiple Perspectives

with Kelisa Wing

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Open-mindedness, empathy, and perspective consciousness are the foundations for global competence. All three are also at the heart of good teaching. Part of what moves a teacher from good to great is the ability to model empathy and an appreciation for the variety of perspectives (and the many influences on those perspectives) that exist on any given topic. In modeling these dispositions, a teacher can cultivate empathy and perspective consciousness in students. This fosters not only global competence but also trusting relationships among students and between the teacher and students. Consequently, students are more willing to take risks and consider perspectives they never thought of before.

Examining multiple perspectives also means examining biases. It is important to acknowledge that we all hold biases, and we must face our own head-on. Once we have done so, we can begin to understand the limitations of our own and others' perspectives. If we approach one another with empathy, however, we can open ourselves up to challenging our perspectives. As George Bernard Shaw said, "Progress is impossible without change, and those who cannot change their minds cannot change anything."

It is not easy to admit that our prior viewpoints may have been faulty—or that a viewpoint that contradicts our own may have merit. However, being willing to do so is necessary for truly considering the perspectives of others. This, in turn, is crucial for understanding those who seem different from ourselves at first blush. By valuing multiple perspectives, having empathy for others, and identifying our own biases, we can set the stage for deepening students' global awareness and empathy.

What Does It Mean to Express Empathy and Value Multiple Perspectives?

Empathy is the ability to step into another person's shoes and understand that person's thoughts and feelings from his or her point of view, rather than your own. If we are in someone else's shoes, then we are standing where they are standing, seeing what they are seeing, and feeling what they are feeling. Thus, to truly empathize with another person or group, we need to be able to understand their perspective, which is difficult to do because our minds, personalities, and life experiences are all so unique. That is why the closest we may get to seeing from another's eyes is to learn everything we can about their experiences and understand how those experiences shape their worldviews. This takes commitment, since a considerable amount of work and time is required for such introspection.

Perspective consciousness is "the recognition or awareness on the part of the individual that he or she has a view of the world that is not universally shared, that this view of the world has been and continues to be shaped by influences that often escape conscious detection, and that others have views of the world that are profoundly different from one's own" (Hanvey, 1982, p. 162). The first step to being able to understand someone else's perspective is to understand your own. This requires identifying your personal beliefs and experiences and recognizing how they shape your view of the world. It requires recognizing that we each hold certain stereotypes and that our biases limit our ability to understand an issue from all angles. Once we recognize that our perspectives are inherently incomplete, we can understand the importance of seeking out alternative perspectives and even trying them on, so to speak. Genuinely valuing multiple perspectives means being willing to consider viewpoints that directly challenge our own and being open to change our minds. When we can honor someone else's perspective to that degree, then we come much closer to knowing what it's like to stand in that person's shoes.

As educators, we also must be able to reflect on how our own worldviews and subconscious biases shape our decisions in the classroom and the effect those decisions have on students. For example, when Ariel gave her 5th grade students math assignments, she required students to show their work. That was how she was taught math in school, and it was how she was taught to teach math. By having students show their work on a long division problem, for example, she could identify areas where their understanding of the process broke down. However, her students' parents—who went to school in Mexico—considered that process messy, and when their children turned in homework assignments, they only submitted their final answers. Ariel would constantly reiterate to those students the need to show their work. However, in doing so, Ariel unintentionally put her students in an uncomfortable situation, one where they didn't know whether to listen to their teacher or their parents.

The stereotypes we may consciously or subconsciously hold about specific racial, ethnic, gender, socioeconomic, or cultural groups also have negative ramifications for students' scholastic achievement. Stereotype threat, a phenomenon widely studied in social psychology, puts students at risk of underperforming when the group with which they identify is negatively stereotyped to be inferior intellectually or academically (Steele & Aronson, 1995). For example, researchers found that African American students perform worse than white students on the Graduate Record Exam (GRE) when placed in a stereotype-threat condition, but they perform equally well when in a nonthreatening setting (Steele & Aronson, 1995). Likewise, female students perform worse than men when told that a test shows gender differences (Spencer, Steele, & Quinn, 1999).

We also need to consider how our students may have views that differ from our own. For instance, we need to attend to moments where we may be intentionally or unintentionally advocating for particular positions with which not all students agree. These might include positions about tax cuts, gender roles, religion, free speech, welfare programs, environmental protection, and universal health care, just to name a few. We may unconsciously express a rejection of the view that is counter to our own, which could leave some students feeling alienated or defensive. We do not mean to suggest that teachers should never share their positions. Pretending to be neutral denies students the opportunity to learn the important democratic citizenship skills of deliberation and rational debate (Journell, 2016). However, teachers need to take care that they foster a classroom in which multiple, potentially opposing, perspectives are encouraged. If teachers share their opinions, they should invite others to share counterpoints so democratic deliberation can be practiced and students' diverse perspectives are validated.

Self-Reflection and Implementation Tips for Developing Empathy and Multiple Perspectives

Look at Figure 1.1 and rate yourself along the GCLC for the element "Empathy and valuing multiple perspectives."

1. Where do you rate yourself and why?
2. What steps do you need to take to move along the continuum?

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Figure 1.1. Empathy and Valuing Multiple Perspectives

Element: Empathy and Valuing Multiple Perspectives

Nascent →

I have not yet explored how my personal beliefs have shaped my worldview.

Beginning →

• I can identify my personal beliefs and experiences and recognize how they shape my view of the world.
• I recognize that I might hold stereotypes.

Progressing →

• I understand that my beliefs and experiences are not universally shared.
• I can identify the influences that shape how others and I view the world.
• I am willing to explore the experiences and perspectives of people who challenge my beliefs.

Proficient →

• I recognize biases and limitations of my own perspective and those of others' perspectives.
• I recognize how my personal beliefs influence my decisions as a teacher.
• I empathize by seeking to understand the perspectives of others.

Advanced

• I challenge my personal assumptions to understand viewpoints that differ from my own.
• I value diverse perspectives, including those that challenge my own.

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The following implementation tips will help you think through the next steps you can take to develop empathy and value multiple perspectives, regardless of what grade levels and subject areas you teach.

Stepping outside our own minds to examine our beliefs and where they come from does not come naturally or easily to most people. Psychology researchers have used the term motivated reasoning to describe how humans tend to seek out evidence that aligns with their prior views and dismiss evidence that contradicts those views (Kunda, 1990). In other words, we are psychologically predisposed to confirm, rather than question or revise, our beliefs. As a result, moving along the continuum from nascent to advanced may be quite challenging because it requires us to seek viewpoints that challenge our own. It may be helpful to pause frequently and ask ourselves, "Is motivated reasoning shaping my opinion on this issue?" More to the point, we should ask, "How is motivated reasoning shaping my opinion on this issue?"

The following are implementation tips on empathy and valuing multiple perspectives specific to your developmental level along the GCLC.

Nascent

A first step you can take to develop empathy and seek multiple perspectives is to list your personal beliefs and values and try to identify the experiences throughout your life that have shaped these beliefs. For example, you may believe that more farming should be organic or that more state funding should go to public schools. What led you to these beliefs? Were they formed through messages transmitted by your parents, interactions with others, scientific articles you read, documentaries you watched, newsfeeds you clicked on, or other experiences?

Try to list some of the stereotypes you hold. We don't generally like to think of ourselves as having biases, but we all do. Stereotyping is part of being human; it results from our brain's propensity to notice patterns and make generalizations (Payne, Niemi, & Doris, 2018). Since stereotypes and biases are often unconscious, it can be hard to identify them in ourselves. Try to pay attention to any assumptions you make when you meet new people. For example, when you meet someone who has a different political ideology than you, do you assume he or she will have certain personality characteristics or background experiences? When you meet someone from your hometown, do you assume anything about that person? How about people from certain religious, racial, ethnic, or sexuality groups? By paying attention to your internal thoughts when you meet new people, you may get a small window into your unconscious.

Think back upon previous interactions you have had with individuals from various backgrounds. Howard (2003) suggests the following reflection questions to uncover and unpack the prejudices you may harbor:

1. How frequently and what types of interactions did I have with individuals different from my own growing up?
2. Who were the primary persons that helped to shape my perspectives of individuals from different groups? How were their opinions formed?
3. Do I currently, or have I ever harbored prejudiced thoughts toward people from different backgrounds?
4. If I do harbor prejudiced thoughts, what effects do such thoughts have on students who come from those backgrounds?
5. Do I create negative profiles of individuals who come from different racial backgrounds? (p. 198)

You may feel some guilt or shame when you realize assumptions you've been making, but remember that we all have biases, and in recognizing your own, you are taking steps toward dismantling them. Try not to let any feelings of guilt discourage you from continuing to uncover additional stereotypes and develop greater empathy and perspective recognition.

Beginning/Progressing

Once you have identified your beliefs and listed your biases, you are now ready to trace the origins of your biases. Asking yourself questions such as "Why do I feel this way about this particular situation?" is a great way to recognize what influenced your biases and help you break them down. For example, Lisa declared at the age of 10 that she would never get married. As she grew older, she held on to this declaration, believing that all marriages ended in divorce. But what exactly led her to that assumption? She had to reflect on her youth and identify that watching the dissolution of her parents' marriage made her develop a bias against marriage in general. By tracing back to that time in her life, she was able to examine her deeply held beliefs, and, at the same time, recall other successful marriages to which she was exposed and recognize that her assumption that all marriages ended in divorce was not true. Rather, the trauma of her personal experience caused her to believe every marriage was bad.

As a second example, Hillary noticed that, while teaching high school social studies, she paid more attention to her outspoken and gregarious students than to her quieter students. When funny students would call out, she would often unintentionally reward the behavior by laughing or smiling. Hillary actually could relate better to her quiet students—having been a shy, rule-following student herself. However, as she reflected on her preference for the outgoing students, she realized that it was because she was introverted that she was more intrigued by extroverted students. Perhaps she even admired them to some extent for having the ability to entertain the group and provide a lively atmosphere. Nevertheless, she realized this was problematic not only because it unevenly distributed her attention among the students but also because it usually meant she attended more to male students. Once she identified the source of her bias, she found greater motivation for constantly reflecting on whether she was paying sufficient attention to shy students like her former self.

As the examples of Lisa and Hillary show, an important part of facing our biases is getting to the root cause analysis of why we feel or believe the way we do. Once we have identified our biases and traced their origins, the next step is to reduce those biases for a clearer view of reality.

Proficient/Advanced

Expand the number of viewpoints you can see at one time. Notice when you are using motivated reasoning when you are trusting sources that confirm your prior opinions and dismissing sources that contradict your views. Try to step into the shoes of someone with the opposite view. If you support organic farming, for example, ask yourself what the arguments might be against the expansion of organic farming (e.g., issues of scale in feeding a growing global population). Can you imagine how these positions could be justified? Perhaps you might seek out readings that reflect these alternative perspectives to better understand them. Even if you are not convinced by these arguments, can you empathize with someone who is?

Another way to recognize multiple perspectives on a particular topic—be it gun control, immigration, or teacher salaries—is to seek out alternative perspectives. For example, if you come across an opinion article with which you disagree, see if you can "try on" the author's perspective. This may help you more deeply consider the author's points, rather than dismiss them without weighing the arguments and evidence he or she provides. Try to notice how your own perspective impedes you from being able to see through someone else's eyes, thus preventing you from truly empathizing with that person. What biases cause you to have knee-jerk reactions to certain viewpoints, and how can you work to overcome those? By seeking to truly understand—and not just tolerate—perspectives that oppose your own, you are demonstrating a foundational element of living and working in a diverse, interconnected world.

Taking on opposing perspectives can be quite difficult, especially in the current polari...