The Vital Interests: Preparing Globally Competitive and Culturally Responsive Educators for Our Shared Future

• In Event: The Vital Interests: Preparing Globally Competitive and Culturally Responsive Educators for Our Shared Future

Abstract

1. Purposes

As the largest producer of African-American teachers (NCES, 2011), Historically Black Colleges and Universities (HBCUs) play a critical role in moving our nation closer to a pluralistic and democratic society in the global century. To gain insights into the unique context of HBCUs and explore venues that build capacity and linkage, the session brings together a panel of scholars and administrators from six HBCUs and a national agency to discuss critical factors and strategic actions toward developing and sustaining a globally competitive and culturally responsive teaching force that are vital to our shared future.

The session aims to discourse both common and unique opportunities and challenges faced by minority serving institutions (MSIs); share current knowledge and promising practices; and engage attendees to co-construct strategies and processes for developing world-class teaching professionals, teacher educators, and teacher education programs.

2. Perspectives

With the affirmation of global competencies as a national priority in the first fully articulated international strategy for 2012-16 by the U.S. Department of Education, preparing globally competent citizenry is becoming the 21st century imperative (U.S. DOE, 2012a, 2012b; ACE 2012). Policy makers, labor unions, professional organizations, P-12 schools and educator providers have demonstrated uneven engagement in change initiatives ranging from conceptual re-envisioning to strategic modifications in practice. Despite pockets of excellence, critical need for a systematic and integrated approach remains (Asia Society, 2008 and 2010; NEA, 2010; Mansilla & Jackson, 2011; Longview Foundation, 2008; West, 2012).

3. Methods

The interactive symposium with hands-on activities focuses on:
(1) Contexts and Conditions: Barriers and Needs for Globally-Minded and Culturally Responsive Programs
(2) Priorities and Strategies: Re-engineering of Curriculum, Pedagogy, and Clinical Experience
(3) Evidence and Impact: Assessment Models, Tools, Processes, and Outcomes
(4) Vision 2020: HBCUs in the Contexts of Society, African American Community, and Higher Education
4. Evidence/Resources

The session provides both philosophical discourse and concrete examples of (1) strategic planning and analysis, (2) process design and implementation, (3) progress monitoring and evaluation, and (4) vision for capacity and linkage building. Audience polling and minute-paper will be used to enhance interactions. Q&As will provide opportunities for reflection. Resources will be shared for networking and collaboration.

5. Implications

Within the shifting landscape of an interconnected world, HBCUs continue to play a uniquely significant role in advocating, servicing, and leading the teaching profession among underserved populations. The interactions of the session are designed to co-create a set of common expectations among MSIs with repertoires of processes and strategies that are adaptable within institutional contexts. Scaled implementation may thus expand the evidentiary-base toward systematic improvement.
6. Significance

Our shared future depends deeply on our collective commitment to making educational excellence inclusive. The session, thus, serves as a call to action for MSIs in renewing commitments toward transforming the education enterprise, in building profession-wide capacity and linkage that inform policy and influence practice, and in joining forces toward developing and sustaining a globally competitive and culturally responsive teaching force capable of helping all students succeed and thrive in new era.

Authors

• Yi Huang, Bowie State University

• Marsha Millet, Stillman College

• Karen Verbeke, University of Maryland - Eastern Shore