Global citizenship education: Research and implications for practical application in the primary and secondary setting

Esser, Elizabeth Marie

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https://hdl.handle.net/2142/120313 Copy

Description

Title

Global citizenship education: Research and implications for practical application in the primary and secondary setting

Author(s)

Esser, Elizabeth Marie

Issue Date

2023-04-24

Director of Research (if dissertation) or Advisor (if thesis)

Witt, Allison

Doctoral Committee Chair(s)

Witt, Allison

Committee Member(s)

• Herrera, Linda
• Pak, Yoon
• Kalantzis, Mary

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Global Education
• Global citizenship education
• Global Studies
• K-12 education

Abstract

Are high school graduates today prepared for the global society they are entering after graduation? With the Covid-19 global pandemic, conversations about climate, inflation, the war in Ukraine, and access to technology increasing daily, evidence of our connection to people around the world is clear. Accompanying this interconnected reality is the call for the next generation to be fully prepared to enter this global society and economy. In addition to the ability to navigate their own location, students today require the skills and competencies to communicate and collaborate with diverse groups of people, think critically about the issues that face our global society, and believe in their ability to enact the changes needed for success and sustainability. Global education, or internationalization of education, has been present in post-secondary education institutions for decades. However, its inclusion in primary and secondary institutions is still growing. While these institutions recognize the importance of global education, research is still needed to discover and share best-practices and curriculum for grades K-12. This research used case study design to better understand how one K-12, independent, school designed, implemented and assessed a long-standing global studies program. Findings from participant interviews and document review are given along with the challenges of global education. Finally, implications for K-12 settings are discussed. This adds to, and calls for continued research into best practices for global education in the K-12 school setting.

Graduation Semester

2023-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/120313

Copyright and License Information

Copyright 2023 Elizabeth Esser

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