Popular Culture & Globalization: Teacher Candidates' Attitudes & Perceptions of Cultural & Ethnic Stereotypes

Autor/in	McGaha, Julie
Titel	Popular Culture & Globalization: Teacher Candidates' Attitudes & Perceptions of Cultural & Ethnic Stereotypes
Quelle	In: Multicultural Education, 23 (2015) 1, S.32-37 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Popular Culture; Global Approach; Teaching Methods; Social Differences; Civil Rights; Educational Practices; Equal Education; Educational Opportunities; Advertising; Race; Ethnicity; Power Structure; Advantaged; Foreign Policy; History; Mass Media; Correlation; Stranger Reactions; Student Attitudes; Preservice Teachers; Stereotypes; Racial Discrimination; Cultural Context + Suchen Sie Ihr Suchwort? Popkultur; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Unterschied; Bürgerrechte; Grundrechte; Zivilrecht; Bildungspraxis; Bildungsangebot; Bildungschance; Werbung; Rasse; Abstammung; Ethnizität; Außenpolitik; Geschichte; Geschichtsdarstellung; Massenmedien; Korrelation; Fremdenprüfung; Schülerverhalten; Klischee; Racial bias; Rassismus
Abstract	In order to prepare students with the knowledge, skills, and attitudes necessary to live and work in an interconnected and interdependent world, it is essential they have teachers who understand global processes and can employ a global perspective in the classroom. While globalization can lead to expanded economic markets, increased mass communication, and reduced border restrictions, globalization has also been associated with tensions between those who benefit from global processes and those who are victims of the abuses associated with globalization (human trafficking, poverty, environmental issues, etc.). Given the inequalities which exist along racial, ethnic, and class lines, stressing these concepts as part of larger social, political, and economic forces is important for developing a human rights-based approach for education, which advocates inclusion, equal opportunities, and non-discrimination. In an effort to expose teacher candidates to the manner in which global inequalities transcend national borders, I use a series of international advertisements to highlight the manner in which concepts such as race, ethnicity, power, and privilege are promoted and perpetuated through the media in different areas of the world. Drawing on historic ideologies of colonialism and imperialism, as well as the disparities and xenophobia associated with globalization, these examples depict how contemporary globalization perpetuates discourses of racial and ethnic inferiority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01