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Undergraduate Research Project Management System

Global Diversity: Using Four Perspectives to Build Empathetic Global Citizens

Status Complete
Seeking Researchers No
Start Date 07/01/2008
End Date 06/30/2009
Funding Source Community Award
Funding Amount
Community Partner
Related Course
Last Updated 06/26/2009 10:04PM
Keywords diversity

People

Faculty
  Claudie Dybdahl, Timothy Jester

Student Researchers
  Heather McIntyre

Abstract

Global Diversity is a three part project intended to prove the need for a curriculum unit on globalization and diversity in elementary education classrooms to build empathetic global citizens of Alaskan students. It consists of three parts: a literature review on the importance of globalization, multicultural education, and social-emotional learning in social studies curricula; the creation and implementation of a curriculum unit based on teaching students the four perspectives- personal, academic, pluralistic, and global – outlined as necessary for excellence in social studies by the National Council of the Social Studies; and an ongoing analysis of the success of the curriculum unit including pre, during, and post assessments by the researcher. If found successful, the research will be presented to the Anchorage School District, the College of Education in the University of Alaska Anchorage, and the UAA Diversity Fair to take place in the spring.

The primary goal of this unit is to build compassionate students who can look at the experiences and perspectives of people of diverse backgrounds and with an open mind. There are four sub-goals set up by the researcher that are intended to lead to the success of this primary goal. First, the students must develop a personal perspective by exploring and assessing their own personal history and background to become award of the biases and misconceptions that affect their global perspective. Second, students much develop an academic perspective by researching and studying six demographics that affect diversity in their fellow human beings. Third, they form a pluralistic perspective by applying the information they have learned about the six demographics to how they see the people in their school and community. Finally, students use the first three perspectives to form a healthy, empathetic global perspective. By completing these four steps, it is hoped that the students will attain the ultimate goal of this unit, to become compassionate, democratic citizens.

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