The Global Education Project provided an outstanding opportunity for participants to experience Turkish culture while studying social, political, religious and economic aspects of modern Turkey. This experience allowed participating educators to immerse themselves in the rich learning opportunities and social interactions that promote authentic cultural appreciation and understanding. My visit to Anatolia effectively promoted a deeper understanding of modern Turkey, as well as the historical ramifications of its past.

As a student of culture, I learned long ago that culture is not a static, regimented set of norms by which a people operate. Rather, culture is a dynamic, animate force that is responsive to the environment in which it exists. Through my participation in the project, I witnessed, firsthand, evidence supporting the theory that cultures have never actually supplanted or replaced previous cultures. Instead, cultures that come in contact with each other have a tendency to exchange perspectives and norms, borrowing and embracing aspects of the encountered cultures.

In visiting the magnificent structures, both ancient and modern, throughout Anatolila, I was struck by the way that architects and stone masons had incorporated building blocks from the buildings of previous cultures. It was not uncommon to encounter Seljuk citadels that contained huge granite blocks covered with Greek letters, remnants of an ancient civilization that had risen and fallen centuries ago. Nor, was it unusual to look closely and discover a Byzantine cross of Christianity emblazoning a marble column that had been incorporated into the walls of a modern Turkish mosque.

In the same way that builders will utilize useful elements of deteriorating structures, members of cultures borrow and incorporate aspects of other cultures that they find appealing or useful. Throughout my visit to Turkey, I witnessed the dynamics of an ever-changing culture. The interplay of ancient and modern Anatolian cultural elements with the myriad of modern cultures was reflected in clothing, interaction patterns, music, architecture, art, language and paradigms. It is this "cultural dance" which I will focus on conveying to students, colleagues and the community through this unit.

1. The first direct application of the Global Education Project upon my return

from Turkey is the development of a Sociology/ESL curriculum for an

honors course that will be open to all students and employees of the

college. The class, which will be conducted as a seminar, will facilitate

the development of the concepts of culture, cultural interdependence and

global responsibility using the information, resources and experiences I have

been exposed to through the project. Additionally, the seminar format of

the class will promote authentic communication opportunities as well as

concept and vocabulary development for ESL students, while providing a

forum for multicultural perspectives that promote acceptance and

affirmation not only on our campus, but ultimately within our global

community. I am collaborating with Dr. Rosalia Solorzano, a colleague in

the Sociology Department, Donna Tang, a colleague in Culture and

Anthropology, and Francisca James-Hernandez, a colleague in Physical and Cultural

Anthropology to develop this innovative curriculum. The course is not

only appropriate for existing liberal studies requirements of our

Associate Degree program, but will also meet the requirements for

transfer to the three state universities in Arizona.

2. A second application of the Global Education Project is the infusion of new paradigms/insights/concepts into existing ESL classes I teach. In each of the college’s ESL courses, the instructor has a great deal of flexibility in the determination of how English and cultural competence will be developed. I have found a powerful vehicle to be the use of current topics and issues, which my students are exposed to through selected readings, news reports, newspaper articles and special guests. Due to the diverse cultural make-up of my classes, I find students to be extremely eager to explore issues related to cultural dynamics and conflicts.

I am developing a series of learning modules, which introduce and reinforce interpersonal English communication skills, while developing concepts on a variety of timely topics that are cultural and global in nature. These topics have come from the new perspectives and experiences I have been exposed to through my participation in this Fulbright-Hays Fellowship. Of particular interest is a module featuring Turkish culture, which encourages students to identify and analyze similarities represented across cultures.

3. During my first year as a college professor, I was fortunate to participate in an innovative and exciting pilot program at our college called the Faculty Learning Academy. The Academy emphasized excellence in education and focused on developing a cadre of collaborative educators. Upon returning to my college, I will was invited to deliver a formal presentation on the Fulbright-Hays Fellowship to my fellow Academy graduates, as well as to the current academy cohort group. I am gladly working with my colleagues to incorporate concepts from the Global Education Project into our learning community.
4. One of the most rewarding aspects of my position with Pima Community

College involves intense interaction with my colleagues in the language and

ESL departments. Upon my return from Turkey, I met formally with

each group to introduce the Global Education Project experiences and

insights I have gained through this fellowship. By sharing such information

with colleagues, I am opening the door for collaborative efforts and

increased collegiality. I will also continue to encourage colleagues to embrace global

education as an integral part of the college curriculum.

5. In the fall of 1998, I submitted a proposal to present the experience and resulting curricular improvements to other ESL educators at the regional/national TESOL conferences. By presenting at the professional conference for teachers of English as a Second Language, educators from North America will be exposed to and impacted by the efforts of international educators in the development of multicultural affirmation and global responsibility. I will actively seek out one or more of the Global Education Project’s Fulbright-Hays fellows to co-present with me in order to offer additional insights on the process of incorporating global perspectives into existing curricula.
6. Part of our college mission involves community outreach programs that emphasize faculty interaction and service within the community. Our campus has formed a partnerships with local schools. I have volunteered to share my experiences with the faculty and students of South Beaver Elementary School. I have also offered my services to the teachers of South Beaver who might wish to collaborate in the development of global/multicultural curriculum for use with their students. One teacher, Michael Cromer, has invited me to work with his students this year.

7) In addition to teaching ESL courses at Pima Community College, I have been asked

to conduct pre-service and graduate-level teacher education classes for Northern

Arizona University. I believe there is no more powerful forum for initiating change

than a class filled with people who will, in the course of their professional lives,

affect so many minds. When an instructor works directly with students there is,

of course, an immediate impact. However, when an instructor works with teachers,

opening minds and creating excitement, the number of students who will eventually

be impacted grows exponentially with each passing semester. My participation in

the Fulbright-Hays Global Education Project will have a profound affect not only

upon me, but upon the many people with whom I can share the experience. In

order for global and multicultural education to be effective, educators must be

prepared adequately. It will be a pleasure to assist other educators in the

development of perspectives and methodology which will enable them to become

more effective and enthusiastic facilitators of global and cultural cooperation.