Theme Context

The 43th President of the United States, President George W. Bush, said, ”America’s leadership and national security rest on our commitment to educate and prepare our youth for active engagement in the international community.” Among the most comprehensive calls for fully internationalizing education at all levels was that made in the report Securing America’s Future: Global Education for a Global Age, released in 2003 by the National Association of International Educators (NAFSA).That report was released just three years after President Clinton’s directive to the Department of Education to institute the International Education Week usually held in November of each year. In 2013, the American Council on Education released the report titled Creating Global Citizens: Exploring Internationalization at HBCUs. This was the progress report on the creation of strategic plans to accelerate the globalization process at seven HBCUs that comprised an ACE learning community: Dillard University, Howard University, Lincoln University (Missouri), North Carolina Agricultural and Technical State University, Savannah State University, Tuskegee University, and Virginia State University.

Globalization, according to Held (2003) might be viewed as “stretching of social, political, and economic activities across boundaries of states [countries]. This stretching links people and communities in such a way that decisions, events, and actions in one country can and do affect communities across the globe.” Though typically one hears the word globalization and thinks of world travel, students, faculty, and staff can first expand their horizons on campus. For example, a political science course could be redesigned in a manner that encourages “ students to carefully examine their assumptions, values, and beliefs—not to convert them to a different world view, but to encourage them to understand how their images of the world can both liberate and limit . . . compare their views, with alternative perspectives before selecting a path of action” (Lamy 1991). The offering of common reading programs and offering courses in Chinese, Farsi, Pashto or other languages is also emerging in HBCUs. Another initiative that does not require travel is using social media or other technology to create communities of learners involving U.S. students and students in other countries who may be studying or working in the same field.

Frequently, non-travel programs are combined with travel programs such as short and longer term study abroad programs and exchange programs. The NAFSA Report concluded that “an educational opportunity outside the United States can be among the most valuable tools for preparing a student to participate effectively in an increasingly interconnected international community that demands cross-cultural skills and knowledge” (p.5)

HBCUs must commit to growing global citizens. How best can this be accomplished despite resource constraints, traditional scheduling patterns, longstanding degree plan structures, and, often resistance to change? Some might argue that the student who attends the HBCU is already stressed enough by possibly having to do extra work to close previous learning gaps and prepare for rigors of advanced classes. Others might posit that there is no rush and that students can wait until after college when they have greater financial resources to start learning about world markets, entertainment, human conditions, economies, fashion, political processes, family structures, health care, housing, building standards, engineering practices, marketing mechanisms, and how such areas on the world stage impact the lives and well-being of people in America and in other countries. Barber (2016), wrote delaying the business of deliberately growing global citizens is unacceptable because “….successful world leaders will need to understand the global nature of most if not all of the challenges that we face. No one can comprehend markets, global finance, music and popular culture, migration, organized crime, pandemics, war, or any other significant issue without a thorough understanding of things domestic and international. Few if any of our problems currently threatening our quality of life can be resolved without some form of cooperation with other global actors”(p.111).

Essay writers are encouraged to think creatively. What are ways in which the HBCUs can seriously and consistently undertake growing global citizens? Writers should develop a plan for raising globalization to a higher priority on the HBCU campus and to doing so without imposing high financial burden on students. What would be the responsibilities or obligations of faculty in creating a larger worldview on campus and in undertaking some of the crucial academic work of redesigning courses, selecting instructional print and electronic resources that are different from those utilized in previous terms, supporting students’ efforts to participate in global learning experiences in their department, and advocating globalism initiatives on the HBCU campus? It was Mark Twain who wrote, “Travel is fatal to prejudice, bigotry and narrow-mindedness—all foes to real understanding. Likewise, tolerance or broad, wholesome charitable views of men and things cannot be acquired by vegetating in our little corner of the earth all one’s lifetime.”

Essay writers are advised to be careful to accurately cite sources used in completing this essay which is a scholarly work. Always credit sources from which information is taken. Follow the American Psychological Association Publication Manual(6th ed.) guidelines.