Module 4 Online Critical Reflections Essay Example

  • Category:
    Education
  • Document type:
    Assignment
  • Level:
    Masters
  • Page:
    1
  • Words:
    653

4CRITICAL REFLECTION

Critical Reflection: Impact of Globalization

Social, political and/or ethical implications of globalisation upon my professional practice

Travelling cultures are today a reality with the increasing porosity of cultural barriers. I strongly believe that growing perspectives anchored on globalization have contributed to the creation of mutual relationships amongst people from different cultures. As a teacher, I easily interact with students from cultures that I am aware of and I have the capacity to understand those from new cultures because of the diminished barriers that hamper cross-cultural learning (Grant & Portera, 2010).

The scale of interactions amongst peoples from different cultures and the movement of ideas and persons across the globe have unlocked our world. I partially agree with the view that advances in technology should be credited for the rapid expansion of the socio-cultural space that characterizes today’s society. Proponents of this view believe that technology has facilitated the rapid exchange of information and ideas across different cultures thus ushering a cohesive society (Carbaugh, 2013).

In my view, I believe that technology is basically a medium that facilitates quick exposure to different cultures but in itself does not persuade individuals to appreciate or adopt those new cultures. Essentially, individuals from different cultural backgrounds must gain awareness of these new cultures, value, learn, and aspire to relate to them. It is important that they gain the knowledge, skills, and attitudes regarding a new culture thus becoming culturally competent (Pieterse, 2015).

According to Rizvi, (2005), globalization has created learning environments that accommodate students from different cultural backgrounds. These environments make it possible for cross-cultural interactions to take place resulting to cosmopolitanism amongst the learners. On the contrary, international learning environments may also lead to cultural misfits amongst students whereby it becomes impossible for them to cope with the new culture. This makes them feel alienated culminating into cultural dissonance. As a teacher I therefore must be able to support my students to adopt effective coping mechanisms in order to adapt to the new cultural environment (Rizvi, 2005).

In addition, I hold an opinion similar to the assertion that international students develop a cosmopolitan identity by amalgamating their cultural perceptions of their own identity with real educational experiences and encounters of new cultures. Institutions of learning present unique contact zones for interaction of different cultures that may agree or clash. A cosmopolitan identity is essential for global integration and the creation of a stable cohesive society (Perry & Southwell, 2011).

Rizvi, (2007), arguments advance the ideals of cosmopolitanism by urging humanity to overlook cultural differences and adopt a new identity of citizenship to the world. In my view, this thinking is morally dangerous since the subtle differences amongst students from different backgrounds can be harnessed to strengthen learning. This approach would be detrimental to my practice as a teacher considering that even persons from one family possess unique differences (Rizvi, 2007).

As a teacher, I should capitalize on the unique differences to strengthen learning experiences rather than striving to create hybrid identities. I think that strengthening cross cultural awareness and interaction is in itself sufficient to improve learning. There is strength in our diversity as human beings and this should not be decimated at the pretext of global integration (Portera, 2010).

References

Carbaugh, D. (2013). Cultural communication and intercultural contact. Routledge. Retrieved from https://books.google.com/books?hl=en&lr=&id=YXb_AQAAQBAJ&oi=fnd&pg=PP1&dq=cross+cultural+communication+2013&ots=IOtGB4Z7KN&sig=sAmkUF_nPDz3097_EykLc-ND1OU

Grant, C. A., & Portera, A. (2010). Intercultural and multicultural education: Enhancing global interconnectedness. Routledge. Retrieved from https://books.google.com/books?hl=en&lr=&id=u5wtCgAAQBAJ&oi=fnd&pg=PP1&dq=globalization+intercultural+education+2010&ots=HsY2FLnI7b&sig=N7FD33b3FppYPELiKlCXUkzi2Cs

Perry, L. B., & Southwell, L. (2011). Developing intercultural understanding and skills: Models and approaches. Intercultural Education, 22(6), 453–466.

Pieterse, J. N. (2015). Globalization and culture: Global mélange. Rowman & Littlefield.

Portera, A. (2010). Intercultural and Multicultural Education. Intercultural and Multicultural Education: Enhancing Global Interconnectedness, 12.

Rizvi, F. (2005). International education and the production of cosmopolitan identities. In Transnational Seminar Series. Retrieved from https://www.ideals.illinois.edu/handle/2142/3516

Rizvi, F. (2007). Teaching global interconnectivity. In 21st Century Curriculum: Taking Bearings Conference (Vol. 12). Citeseer. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.618.3577&rep=rep1&type=pdf