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South Pacific
Program Curriculum and Continuing Education Credits/Units

Fiji 1
Working with State Licensure 

We (at GEA) deeply believe in the transformative power of human interaction, conversation and global experiences to impact children and enhance classrooms and schools across our nation. Therefore we are willing and look forward to working with Teacher Preparation Programs, State Licensure Departments, District Leadership, Educational Organizations, Local Committees and educators on gaining continuing education credits for our programs which address 21st century thinking and cultivate adaptive, innovative, compassionate and culturally competent practices.

Aino Rama, Director, ainorama@globaledallies.org

Ruba Monem, Ed.d., Director of Research, monem.globalresearch@gmail.com

Kristal Funk, Director of Outreach, kfunkconsultants@gmail.com

Paul Rama, PhD, Director of Program Evaluation, paulrama@globaledallies.org

program curriculum

The following resources are provided as suggestions for you to explore prior to the program. Watching and/or reading through as many of these as possible will make our discussions, both formal and informal, more extensive and meaningful. We ask that all participants dedicate a minimum of 5 hours to studying these resources. The GEA certificate of completion will recognize these hours towards your continuing education credits. The amount of continuing education credits you receive differs from program to program, with an average 20-25 education credits with an additional 15-20 history and culture credits.
 
This list is not exhaustive. This is meant as a first stop for some background knowledge of the countries, cultures and classrooms we will be visiting. These resources will provide background knowledge towards our guided inquiry-based discussions (see above for questions for dialogue). Upon the program's conclusion,  we will be sharing a folder with some practical tools, resources and lesson plans for your use. If you have something to add, GEA welcomes your ideas.
 
For more information about our reflective journal during our experiential travel, please visit the curriculum page.

questions for guided inquiry
  1. In what ways can we integrate a region's diverse cultural and linguistic landscape into an inclusive curriculum that fosters unity and mutual respect?

  2. How can we promote the preservation and understanding of traditional knowledge systems within modern educational frameworks?

  3. How can we empower diverse communities through the integration and acknowledgement of local and global art?

  4. How can we enhance accessibility to educational advancements by fostering collaborative efforts with educators who are living and working in underserved communities to share best practices?

  5. How can educators be better trained to approach local topics with sensitivity, depth, and a nuanced understanding?

  6. Considering the substantial influence of outdoor environments on well-being and happiness, how might we integrate nature-centric elements into learning spaces, particularly in urban settings where access to green spaces is limited?

  7. How can we empower our students to nurture a sense of ownership of their own schooling and future, and assist them in seeing the possibilities in a constantly evolving world?

  8. How can we include teacher, parent and student voice in school and district decisions in a meaningful and harmonious manner?