The Future of Education

Global issues can be difficult to discuss with any age group but especially with young children [1]. Time and again, pre-service teachers share fears and anxieties about approaching international topics with children in classroom settings. They note such obstacles as their lack of confidence in introducing potentially controversial topics (e.g., war, religion, immigration), lack of time during the school day that can be dedicated to activities centered on topics such as these, and uncertainty about their own familiarity with hands-on teaching strategies that promote children's critical thinking around global issues and topics [2]. However, once pre-service teachers were given an opportunity to collaborate with a social studies methods instructor and community partners from a regional theatre, their perspectives shifted as they discovered drama could be a productive, thought-provoking strategy for exploring global issues with children, especially second language learners. This realization came full circle for the pre-service teachers when they were asked to test the waters in kindergarten through fifth grade classrooms with second language learners. Each intern designed a lesson plan that implemented the use of a drama strategy to explore their selected global issue with young students. Afterwards, in their social studies methods course, interns used technology as a vehicle to share their process and to reflect on their experiences through either a photographic essay or video. Pre-service teachers acknowledged a growth in their own personal confidence and noted a willingness on the part of second language learners to particiapte in drama-based learning. This presentation will discuss the formation of a collaborative partnership between a large urban university and an award-winning theatre; drama strategies that were introduced to pre-service teachers (e.g., tableau, newspaper theatre); and an innovative course assignment that asked students to use a drama strategy to explore a global issue with kindergarten through fifth graders who were second language learners.

References
[1] Merryfield, M. M. & Kasai, M. (2010). How are Teachers Responding to Globalization? In Walter Parker (Ed.), Social Studies Today: Research and Practice. NY: Routledge.
Hinde, E. (2004). Bones of Contention: Teaching Controversial Issues. Social Studies and the Young Learner, 17(2), 31-32.
[2] Task Force on Early Childhood/Elementary Studies & National Council for the Social Studies (NCSS) Board of Directors. (2009). Powerful and Purposeful Teaching and Learning in Elementary Social Studies. NCSS Positions Statement. Social Studies and the Young Learner, 22(1), 31-33.
Zhao, Y. & Hoge, J. (2005). What Elementary Students and Teachers Say about Social Studies. The Social Studies, 96(5), 216-221.