To understand the effects of stereotypes on Arab-Muslim students living in the U.S., related implications, and how schools can dismantle stereotypes of Arab-Muslim cultures while broadening American students’ cultural awareness.
Students studying to become social studies teachers can develop content area knowledge, disciplinary literacy and teaching methods through inquiry-based approaches in their curriculum and methods coursework within schools of education.
This research proposes a measure for the civic values of those with the strongest impact on civic education— policymakers and the teachers whose ideologies daily shape their students’ education.
Venturing Forth with Unsure Footing: Why Social Studies Teacher Education Students Should Have Access to Overseas Experiences.Submitted by TimDaly on Thu, 01/10/2013 - 4:23pm
While teacher education programs struggle to broaden students’ world view, abroad experiences may hold a key to increasing global awareness through concentrated contact with dissimilar peoples, lifestyles and ideas.
A Moroccan secondary teacher who recently spent five months in the U.S. shares his knowledge/experiences with democracy in both countries and converses with the audience based on their comments/questions.
The purpose of this hands-on session is to discuss learning strategies that help students become active participants in their own learning in the classroom and beyond.
In 2012, 15 students spent two months on a State Department-funded study abroad project in Ethiopia learning about history, cultures and language. The presentation will describe this experience with educators.
This study explores the experiential perceptions of a Malagasy immigrant and the challenges he and others, e.g., North Africans, faced as nonEuropean immigrants in French schooling systems.
A university curriculum to help students negotiate conflicting ethical concerns in personal, professional, and civiic life is presented, and attendees consider how ethical decision making can strengthen democracy education.
Survey given to university geography students at Western Kentucky University (US) and Minia University (Egypt)showed significant differences in student perceptions of global issues in five categories.