An Exploration of Documentary Use in Global Education 1

An Exploration of Documentary Use in Global Education 1 An Exploration of Documentary Use in Global Education _____________________________________ A Thesis Presented to The Honors Tutorial College Ohio University ____________________________________ In Partial Fulfillment of the Requirements for Graduation from the Honors Tutorial College with the degree of Bachelor of Sciences in Media Arts and Studies _____________________________________ by Nora Rye June 2010 An Exploration of Documentary Use in Global Education 2 TABLE OF CONTENTS Abstract…………………………………………………………………….....4 Chapter One: Introduction Introduction…………………………………………………………...5 Background of the Study……………………………………………..6 Statement of the Problem…………………………………………….9 Research Questions…………………………………………………..9 Purpose and Significance of the Study………………………………10 Delimitations and Limitations……………………………………….12 Definition of Terms………………………………………………….12 Organization of the Study……………………………………………14 Chapter Two: Methodology Documentaries Used in Research……………………………………16 Methodology…………………………………………………………17 Chapter Three: Literature Review Literature Review Methodology……………………………………..23 Global Citizenship in Public Education…….………………………..24 Global Education…………………………………………....…….….32 Standardized and Alternative Student Assessment…………….…….42 Media and Storytelling……………………………………….……....52 An Exploration of Documentary Use in Global Education 3 Conclusion…………………………………………………………62 Chapter Four: Data and Analysis Data Review……………………………………………………….65 The Need for Global Education…………….……………………..70 Practical Approaches……………………………………………...74 Specific Topics for Teaching……………………………………...80 Engagement with the Films…………………………………….....85 Conclusion……………………………………………………...…87 Chapter Five: Conclusions and Reflections Conclusions and Reflections Review……………………...……..90 Poverty’s Relevance……………………………………………...91 Understanding Interdependency…………………………….…...94 An Opportunity amidst Challenge…………………………..…...97 Answering the Research Questions……………………………...100 Advice for Future Researchers…………………………………..103 Final Conclusions………………………………………………..106 Bibliography……………………………………………………..108 An Exploration of Documentary Use in Global Education 4 Abstract This thesis focuses on how three specific documentary films could be used in high school and undergraduate classroom settings. More broadly, it uses feedback from a series of focus groups to discuss what role internationally focused documentaries may play in enhancing American students’ global awareness. While reports from organizations such as National Geographic showcase young American’s need for a broader understanding of the world, this research also discusses how ethnocentric teaching methods and increased use of standardized assessment impact global education in the United States. As the world grows more interconnected through globalization, I explore how developing a greater global conscious may be the next steps in a democratic education. In addition, this thesis looks at how documentary’s basis in storytelling and media may facilitate students’ understanding of international interdependency. Incorporating opinions from undergraduate and international graduate students, the thesis concludes with a realistic sense of incorporating films into high school and undergraduate classes. Although educators may face challenges in introducing controversial themes that are latent in most global issues, global education is not a need to be overlooked due to a lack of resources or support. While broadening students’ scope of their world may be facilitated through many different methods, documentaries could be utilized in a variety of ways to help peak students’ interest in global topics and help them consider solutions to the problems we face in a global age. An Exploration of Documentary Use in Global Education 5 Chapter One: Introduction Introduction In my first political science class at Ohio University, our professor introduced us to the military controversy between the United States and Latin America through the film, Hidden in Plain Sight (2003). This documentary profiles the history of the School of the Americas, which became particularly controversial for training Latin American leaders in torture and U.S. military tactics. As a freshman, I was entirely unaware of this issue, and the film shocked me. I was naïve to the idea that the U.S. would be involved in such atrocious scandals, but more surprisingly, I was unaware that these issues existed. In retrospect, I see that this film served as my introduction to global injustice and developing countries. The documentary made me realize how little I had learned about the world in high school; I quickly became active in absorbing as much knowledge as I could and spreading awareness of social justice issues. One way I manifested this passion was through Fair Trade campaigns, which eventually led me to intern with an agricultural cooperative in Nicaragua for four months. Three years later, I still attribute my interest in global injustice issues to this brief encounter with a powerful documentary. As a video production student, I have become active in documentary filmmaking myself. With experience in this field, I now critique that initial documentary, Hidden in Plain Sight, as presenting a biased viewpoint and overuse of music for emotional reaction. Even with these flaws, I respect this documentary and An Exploration of Documentary Use in Global Education 6 many others because they serve to visually and emotionally stimulate their audience. For instance, documentaries have taught me about the impoverished conditions of Brazilian charcoal workers (The Charcoal People of Brazil, 1999), to how dam construction in China has displaced millions of people (China’s Three Gorges: A Flood of Controversy, 2008). Such films have been instrumental in my understanding of the world. Because of their impact on me, I was interested to see how other students learn from documentaries and whether they feel films are effective learning tools for developing global awareness. While documentaries will not motivate every viewer to physically engage with social justice issues, I believe films’ visual impact may stimulate U.S. students to develop a more sophisticated global awareness. Background of the Study Based on my personal experience and literature review, I believe that increasing geographic literacy and global understanding among U.S. students should be a high priority in the age of globalization. As the U.S. continues to immerse itself in global affairs such as USAID and World Bank projects to wars in the Middle East, reports show that over half of young Americans cannot find Iraq on a map and that nearly that same percentage believes India is a primarily Muslim nation (National Geographic Ropers, 2006). These are just several of the findings from the National Geographic Ropers Geographic Literacy Survey, which sought to “assess the geographic knowledge of young Americans between the ages of 18 and 24” (p. 4). The survey found that “far too many [young people in the United States] lack the most basic skills An Exploration of Documentary Use in Global Education 7 for navigating the international economy or understanding the relationships among people and places that provide critical context for world events” (p. 7). Another study pertaining to young Americans’ global attitudes was performed by researcher Velta Clarke (2004). She recreated a U.S. Department of Education Survey that examined elementary and high school students’ attitudes toward and knowledge of other countries (1974). In her research, Clarke focused on gathering opinions of an adult demographic, and she surveyed a diverse sample of 701 students at a liberal arts college in the U.S. Specifically, she investigated “the degree of students’ global awareness and personal involvement, and...international attitudes” (p. 56). Clarke used the survey to research the “cognitive, affective, and participatory dimensions” of global education (p. 57). Clarke’s results show that the study of foreign language, travelling, or taking a course on global subjects made a positive contribution to international attitudes and ability to appreciate a foreign culture (p. 62). However, based upon other data, she claims that the students displayed significant ethnocentrism. For instance, Clarke found that 71% of those surveyed affirmed the belief that U.S. culture is superior to other nations (p. 63). In addition, “60%...said they would not study, and 52% said they would not work in another country” (p. 63). The researcher notes that ethnocentrism has been a norm in the U.S. for decades, especially with the increase of English as a dominant language (Clarke, 2004). Clarke explains that this is disadvantageous during a time of globalization, and that the war on terror especially highlights U.S. citizens’ need for foreign language and cross-cultural skills. An Exploration of Documentary Use in Global Education 8 Based on her findings and identification of the U.S. as a major player in globalization’s corporate growth and humanitarian obligations, Clarke advocates for a more internationalized curricula. She and other scholars propose an international curriculum that would support more study abroad programs and foreign language proficiency (Gutek as cited in Clarke, 2004). In sum, Clarke writes that such a curriculum would ideally “inspire students to empathize with global issues” and help further U.S. citizens’ positions as international leaders (p. 69). Global education, such as Clarke

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