Reader Response Draft 3

In Picardo’s article “Why Students need a global awareness and understanding of other cultures”,  he advocates the development of a deeper global awareness and understanding of diverse cultures amongst school students. Hence, students can uncover new ideas and perspectives that help them grow into mature, well-informed individuals (Picardo, 2012). To facilitate the development of global awareness, Picardo asserts the importance of “contextualized learning” to complement the experience of character building amongst students. Furthermore the article highlights the idea of introducing modern technology and social media, such as Twitter and Skype, within classrooms to encourage learning. Finally, international partnerships across schools is encouraged so as to build an enriching education for students and teachers alike.

Contextualized learning serves as an impetus for further learning opportunities and personal development. As a staunch advocate of contextualized learning, growth is evident only when education is provided not only within classrooms, but within a myriad of settings such as internships or overseas school trips.

Firstly, deriving contextualized education through overseas expeditions deepens our understanding of world issues. Through continuous engagement with the global community, new perspectives and divergent world-views can emerge.  Several examples were highlighted in this article, including cultural trips to Andalusia and a history trip to Berlin. I recall, in particular, a 10-day study trip in 2010 in which I embarked on to understand the differences in social issues faced by people with disabilities in Singapore and Cambodia respectively. After I learnt about the social issues faced by the people with disabilities, I became motivated to engage these individuals once again through a Youth Expedition Project to meet their basic, social needs. Through the overseas trip I embarked on in which contextualized learning occurred, my knowledge of global social issues expanded. In particular, I also learnt about the differences in social needs between Singapore and Cambodia.

Contextualized learning also provides interest and insights into academic topics that cannot be derived from textbook learning alone. In the past, I detested political science as I found it too abstract to comprehend. However, my recent class trip to Cambodia as part of FASSTrack Asia’s summer school changed my perspective on politics. I learnt about Human Trafficking as well as its underlying political issues. My theoretical knowledge of Human Trafficking would not have sufficed, if not for the field trip to complement my understanding of human trafficking. Not only did the trip increased my knowledge of human trafficking, my classmates, mostly whom were honours students, also played a role in facilitating my understanding of political science as a whole. In retrospect, I was genuinely ignorant of issues pertaining to the political issues in the world as I could not relate to politics explained within textbooks. As a relatively nescient, apathetic student the field trip has, coupled with my peers’ teaching, transformed me into a  concerned, learned individual. In fact, the field trip has motivated me to pursue political science as a exposure module in my university education. 

Within a highly contextualized learning environment, cultural exchanges between people of different background and cultures can facilitate global awareness.When Picardo states “the awkward dinner conversation of foreign exchange students with their German host families…”, it reminded me of the conversations I had with exchange students from Canada, the U.S. as well as Australia during the field trip. However, the informational exchange of cultural practices and language through our daily meals has further enriched my knowledge and understanding of other cultures. For example, people in British Columbia, Canada use the term “pop” whereas people in the United Kingdom and Singapore prefer the term “soda”.  Consequently, these cultural exchanges has helped me to understand the different thought processes in which individuals from other cultures operate through as well as facilitate a greater global awareness.

Picardo’s “Why Students need a global awareness and understanding of other cultures” has reinforced my belief in the importance of contextualized learning. Through experiential education, I became more resourceful and independent. Moreover, it has precipitated opportunities for my professional growth. For instance, I have obtained the contacts of several Non-governmental organizations within Cambodia which will aid in my educational route as a social work major. To conclude, contextualized learning will benefit students from all walks of life. Be it primary school children or an adult learner, everyone will learn, develop and grow as an individual under a highly contextualized learning environment.

Picardo, J. (2012, September 25).  Why students need a global awareness and understanding of other cultures. The Guardian. Retrieved from The Guardian database at
http://www.theguardian.com/teacher-network/2012/sep/25/students-global-awareness-other-cultures