Teachers Building “Planetary Villages” Considering International Mindedness in Majority-Muslim Contexts

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Supriya Baily

Abstract

In an increasingly complex and globally uncertain time, the challenge of preparing students for such a world is a pivotal argument in the navigation of a third space in education with the goal to bridge both transactional and meaningful outcomes for students. Are we approaching global education as a competitive edge that holds value in a neoliberal environment? Are we seeking global interconnectedness as a way to bridge differences and assuage global tensions? And what do we see represented in non-western, non-white, and non-Judeo Christian schools in terms of how globalism and international mindedness are present in those contexts?  In the US, a deeper understanding of how Muslim students experience education are well documented (Ghaffar-Kucher, 2016?, Niyozov & Pluim, 2009). But how do Muslim educators understand their role and responsibility in terms of teaching their students what it means to be present in a global world? Using a phenomenological approach, this paper takes a critical approach in representing the voices of teachers from 15 majority Muslim countries who participated in a global teacher exchange program. Participating in a series of interviews, focus groups conversations and surveys, teachers from majority Muslim countries addressed issues of commitment to both a national and international approaches to the understanding of culture; raised light on the hegemony of what is considered global; explored how take to foster common ground with their students; and finally presented gaps from their perspective in teacher education on pedagogy and curriculum.

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How to Cite
Baily, S. (2022). Teachers Building “Planetary Villages”: Considering International Mindedness in Majority-Muslim Contexts. Journal of Education in Muslim Societies, 1(2). Retrieved from https://scholarworks.iu.edu/iupjournals/index.php/jems/article/view/2039
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