Authors: Sriram Khe*, Western Oregon University
Topics: Geography Education, Ethnicity and Race, Higher Education
Keywords: Globalism,Nationalism,Diversity,Autoethnography,Geographic Education
Session Type: Paper
Start / End Time: 2:35 PM / 4:15 PM
Room: Directors Room, Omni, West
Presentation File: No File Uploaded
Most of us educators assume that students will automatically appreciate and value global perspectives, when we promote and teach courses about people around the world. Universities also require students to take such courses in order to satisfy the global diversity requirement in the curricula. In contrast, many—if not most—students at teaching universities and community colleges, in particular, have a difficult time relating to the global. This gulf between educators and education versus students has become more urgent in the current political climate in which “global” and “globalism” are projected as anti-national and when students forcefully argue such political rhetoric in the classroom. I will address this aspect of teaching and learning through examples from personal—autoethnographic— experiences, and from professional experiences in the classroom. I will conclude with suggestions on how educators could, and should, further the importance of global perspectives in higher education, despite the political climate.