This webinar is hosted in English
Jennifer D. Klein will discuss Meeting in the Middle: Avoiding the Exploitative Pitfalls of Global Learning
As global education increases in popularity and importance in schools across the world, it becomes increasingly urgent that educators make intentional and thoughtful choices in order to avoid paradigms of exploitation and self interest which do more to hurt global relationships than help. What does it mean to develop an international experience for students that avoids the imperialistic “saving the world” mentality which so often dominates service learning experiences? How can we be more conscientious about the educational needs and curricular demands on both sides of our global partnerships, so that we can develop mutually beneficial experiences for our students? And, above all, how do we ensure that students see themselves as partners in global change who know their voices matter but don’t see themselves as the solution? This session will explore the dangers and pitfalls of exploitative global learning paradigms, and will offer specific strategies for building truly collaborative learning partnerships and service travel experiences.
Doctor of Education
Jennifer D. Klein taught high school and college English (and occasionally Spanish) for 19 years, including five years in Central America and 11 years in all-girls education. With both a BA and an MA in Literature and Creative Writing, she has published a wide array of creative and educational writing. Jennifer is currently working on a variety of writing and research projects focused on Cuban education, Poetry of Witness strategies for teaching conflict, and the development of purposeful pedagogies which encourage social change.
Jennifer holds a principal's license and has a broad background in program planning, curriculum enrichment, single-sex education, student travel, and experiential, inquiry-driven learning. Raised in early models of experiential, progressive education herself, Jennifer is an expert in authentic project-based, student-driven learning strategies.