GLOBAL CITIZENSHIP

Main Function of Education Is To Promote Social Justice and Global Citizenship

Main Function of Education Is To Promote Social Justice and Global Citizenship

Introduction

The fact that we had to engage in self re-education might not seem very startling or distressing if students in the United States today were learning very different things than what we learned. However, in spite of the sincere efforts and dedication of talented educators in underfunded schools, the students in our classes seem to arrive at the university with many of the same myths and misinformation that took us years to investigate and unravel. With few exceptions, the basic information and skills taught have remained, by and large, the same for many years. Despite two decades of various state rules and mandates for multicultural, gender-fair education, most school districts, lacking in resources and overwhelmed with problems, have found ways to meet the surface requirements of such rules while changing very little actual content. In far too many schools, Columbus still "discovered America." George Washington is still the "father" of "our" country. History is still too often the stories of great white males with the few "exceptional" women and people of color added for "diversity." The U.S. is presented as the best nation in the world; one which, despite a few "mistakes," fights for human rights and democracy. Other countries are primarily studied for the natural resources available in them. People from other countries are generally portrayed as less knowledgeable, less advanced technologically and often incapable of handling their own country's affairs. Science is presented as a value-neutral system representing the only accurate information in the world, and always working for the betterment of society. Nature is often portrayed as a commodity, to be exploited, sold or altered for human consumption or profit. Democracy is presented as the study of how effectively the United States government works within the comforting system of checks and balances. The familiar list goes on.

It is widely acknowledged that education rarely challenges the prevailing paradigms and interests of national governments, wealthy elites, or dominant groups, whatever the economic or political system. In fact, there is a substantial body of literature documenting the revision and misrepresentation of history, education, and science in the United States (Charnes, 1984; Fitzgerald 1979; Harding 1993; Loewen 1995; Zinn 1995). Such myths, lies, and distortions serve to certify the superiority of certain groups, maintain their dominance and privileges and project their view of the world. This is done by justifying their actions or policies, omitting differing perspectives, discouraging student concern or questions and downplaying the significance of the actions of ordinary people for constructive social change. Misinformation survives from generation to generation if teachers teach what they have been taught. As teachers, we have a responsibility to critically review our own education and seek out viewpoints that were not represented.

Discussion

Good teaching is more important than ever before in our nation's history. Due to sweeping economic changes, today's world has little room for workers who cannot read, write, ...