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Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas

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Published: 2016-05-16

Authors

Ariel Tichnor-Wagner

University of North Carolina at Chapel Hill

Hillary Parkhouse

University of North Carolina at Chapel Hill

Jocelyn Glazier

University of North Carolina at Chapel Hill

Jessie Montana Cain

University of North Carolina at Chapel Hill

Keywords: global education; global perspectives; citizenship education; teacher competencies; K-12 education

Abstract

Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels.  This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers’ global experiences, students’ global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work. 

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Author Biographies

Ariel Tichnor-Wagner

University of North Carolina at Chapel Hill

Ariel Tichnor-Wagner is a doctoral candidate in the Policy, Leadership, and School Improvement program in the School of Education at the University of North Carolina at Chapel Hill. Her research focuses on the adoption and implementation of policies aimed at improving the academic and social-emotional outcomes of culturally and linguistically diverse students and globally competent teaching practices. 

Hillary Parkhouse

University of North Carolina at Chapel Hill

Hillary Parkhouse is a doctoral candidate in the Culture, Curriculum, and Change program at the University of North Carolina at Chapel Hill. Her research interests are critical pedagogy and critical theory, citizenship education, global education, and secondary social studies.

Jocelyn Glazier

University of North Carolina at Chapel Hill

Jocelyn Glazier, Ph.D. is an Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. A former high school English teacher, Jocelyn now prepares teachers to create and enact meaningful, equitable and transformative curricula and pedagogy in their classrooms. Her research has consistently focused on the ways teachers can break cycles of oppression in schools. In particular, she has examined the experiences of teachers as they collaborate to transform their teaching to incorporate experiential and multicultural pedagogies into their practice.

Jessie Montana Cain

University of North Carolina at Chapel Hill

Jessie Montana Cain, Ph.D., a former K-12 teacher, earned her doctorate in Educational Psychology, Measurement, and Evaluation from the University of North Carolina at Chapel Hill. As an applied psychometrician, her research interests focus on bridging the gap between the field of measurement and equity-driven fields such as multicultural education. She is currently a Postdoctoral Research Associate at the Education Policy Initiative at Carolina where she conducts policy-relevant research and program evaluation.

PDF

Published: 2016-05-16

How to Cite

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas. Education Policy Analysis Archives, 24, 59. https://doi.org/10.14507/epaa.24.2138