Please review the following study source and answer the following in around 500 words.
1) International education and the production of cosmopolitan identities written by FAZAL RIZVI
Globalisation's shifting cultural landscape brings a combination of new challenges and opportunities to the field of education. What is the most significant way that these challenges and opportunities affect your educational life - either as an educator or as a student?
Select one of the key concepts/issues discussed in the lecture and in at least one of the readings to guide your critical reflection upon the question above. Use the key concept/issue to explore the complexities of cultural globalisation's impact upon your educational life.
Make sure you address all the marking criteria, including offering you own opinions about the concept and issue discussed in the lecture and readings and some consideration of the ethical, social or political implications of cultural globalisation's impact upon education in general, as well as upon your own educational experiences.
Compose your 500 word critical reflection (you might want to draft it first on a word doc.)
Perry and Southwell “Developing intercultural understanding and skill” {must important reading for your critical reflection}
Example from Educator’s perspective: [[In my own experience globalisation has shifted in the way that I teach, learn and think about my own cultural identity in relation to my students and society as a whole. One challenge I face as an educator in addition to having a multicultural classroom, is developing an intercultural classroom where all students are able to have mutual respect for one another’s culture. At the same time students can critically analyse and build on their existing knowledge of what makes up their own cultural identity. This challenge is addressed by using tools to encourage students to critically evaluate who they are. As an educator I must ensure that I do not undermine or diminish the values and customs that my students have already obtained from their own cultural background.
Currently, as a teacher it is very easy for me to state that I have a multicultural classroom. My class consists of twenty six students, eight were born overseas and another nine have at least one parent who was born outside Australian shores. However, this does not prove that my class is in an intercultural classroom where my student’s values and beliefs are respected nor where all children in the class are able to build and identify relationships between their own cultural backgrounds and that of their peers. I believe creating an intercultural classroom is an ongoing process and great challenge for educators as the implementation and indicators of success of creating an intercultural classroom are hard to identify due to the unique hybrid cultural identities of my students.
In order to achieve an intercultural classroom, I have found that it is crucial that I have strong understanding of the cultures and values that my students identify with so that it can help me provide effective communication and cultural sensitivity. Furthermore, through understanding the “four dimensions of what makes up intercultural competence – knowledge, attitude, skills and behaviours.” (Perry &Southwell, 2011) I have discovered that for me to become a successful communicator I must spend a great deal of time with all parties involved in the classroom. The people involved must be willing to open up about their own identity to some degree and they must also be understanding, open minded and receptive to the values, identity and customs of their students, parents and all other related parties involved. From my own experiences, I have found some members in these groups resistant to opening up to educators due to reasons such as time, trust and confidence to share personal information regardless of the relevance. Furthermore, I have also seen tension from some of my colleagues due to cultural dissonance and ethnocentric to particular cultural identities. This lack of understanding caused several students at my school to have a reputation of being chauvinist in the staffroom, which was unfairly based on how they had been taught to communicate with females in their previous countries. Finally, what I have found to aid in creating a strong intercultural classroom is ensuring that the students in my class see that I have respect for their identity. This is achieved through being open-mindeded and being sensitive to their problems. .]]