University of Illinois Urbana-Champaign

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

Esser, Elizabeth Marie

Content Files
ESSER-DISSERTATION-2023.pdf

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

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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