Internationalizing Higher Education Through International Faculty Experiences We Teach Who We Are
By Helen Bond, PhD Associate Professor in the Department of Curriculum and Instruction/African Studies Howard University Washington, DC USA
Table of Contents • Importance of an Internationalized Curriculum in Teacher Education • Achieving an Internationalized Curriculum through Global Experiences of Teacher Education Faculty • We Teach Who We Are: Case Study – Refugee Teacher Education Program – Dollo Ado, Somali Region of Ethiopia Refugee – Transformative experiences through cultural immersion and educational diplomacy 3/23/2014
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Building Cross-Cultural Competence Through Faculty Experiences Abroad The Dean at the University of North CarolinaChapel Hill (UNC) discussed the internationalization of UNC’s School of Education at NAFSA. He argued that internationalizing the curriculum requires faculty members who already value global experience and perspectives.
We Teach Who We Are: Case Study • Reflecting on and Interpreting the International Education Experience • Developing an International Lens • Using that lens to inform the internationalization of teacher education curriculum and programs.
Teacher Training in Dollo Ado, Somali Region of Ethiopia Refugee
Background: Teacher Training in Dollo Ado, Somali Region of Ethiopia Refugee
• Ethiopia is the second most populous country in sub-Saharan Africa with 82 million inhabitants.
• Located in the Horn of Africa, it is landlocked and is bordered by Eritrea, Djibouti, Somalia, Kenya and Sudan. 3/23/2014
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Background Teacher Training in Dollo Ado, Somali Region of Ethiopia Refugee
• Ethiopia has a history of receiving asylumseekers from neighboring countries due to its geographical position, environmental and geo-political position in East Africa. • The Government of Ethiopia maintains an open-door-policy and has continuously allowed humanitarian access and protection to those seeking refuge within its borders.
Background • Ethiopia received over 44,000 new arrivals in the first eight months of 2013, leading to a total population of more than 400,000 people scattered in refugee camps throughout the country. • There are 18 existing camps (with more to be built) • Dollo Ado, Shire, Gambella and Assosa 3/23/2014
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Refugee Teacher Education: In-Service Teacher Training in Dollo Adothe Somali Region of Ethiopia The purpose of the in-service teacher training: • Develop the teacher training curriculum • Provide technical support and facilitation of training Trainees included the: 369 teachers were trained. • Refugee Incentive Teachers • Host Community Teachers • Ethiopian National Recruited Teachers 3/23/2014
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Refugee Teacher Education • Dollo Ado situated in Ethiopia in the Somali Region state has five camps” • Bokolomanyo • Melkadida • Kobe • Hilaweyn • Buramino 3/23/2014
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Ethiopia’s Refugee Camps: Dollo AdoSomali Region of Ethiopia
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Refugee Teacher Education in the Dollo Ado Refugee Camps • The program was conducted in collaboration with the: • United Nations Children's Fund (UNICEF) • United Nations High Commissioner for Refugees (UNHCR) and • Administration for Refugee and Returnee Affairs (ARRA). 3/23/2014
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SCOPE AND SEQUENCE
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Refugee Teacher Education
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Refugee Teacher Education
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Refugee Teacher Education
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Refugee Teacher Education
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Reflecting on and Interpreting the International Education Experience
Creating a new course • This course is on international designed to education: provide a better EDUC 120: understanding International Education of global for Contemporary education Educators issues in the Howard University, contemporary world. Washington, DC. 3/23/2014
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Reflecting on and Interpreting the International Education Experience • • • • •
TOPICS for the Course Education For All (EFA) Gender inequalities Education and conflict Education and immigration • Teacher quality • International conventions and agreements that impact education 3/23/2014
EDUC 120: International Education
Textbook: • The Education for All Global Monitoring Reports (GMRs) 19
Reflecting on and Interpreting the International Education Experience Faculty and administrators can help find opportunities for faculty to visit or lecture abroad by: • Inviting international scholars to spend time on campus • Collaborating with students and faculty organizations devoted to international work. • Connect to international platforms in the US and abroad via social media, embassies, NAFSA, NGOs, Fulbright and with people. 3/23/2014
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Thank you!
If you have questions or comments, please feel free to contact Dr. Helen Bond at
[email protected]