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Educating for global citizenship: Perspectives from three urban Canadian contexts

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Abstract:

Contemporary forces of change have prompted educators and policymakers to pose hard questions about what it means to educate for citizenship within a global context. Yet, empirical studies of teachers’ characterizations of global citizenship education are rare. The purpose of our study is to examine how and why a sample of public school teachers educate for global citizenship in formal school contexts in three cosmopolitan contexts (Halifax, Toronto, and Vancouver) in Canada. In this study, we analyzed teachers’ understandings and practices in the area of global citizenship education in relation to various factors (e.g., context, education-related policy) and against a theoretical framework based on the contemporary literature of global citizenship education, focusing on core learning goals, teaching and learning practices, and macro-orientations. We used a qualitative approach, employing various methods of data collection including electronic self-completion questionnaires, interviews, classroom observations, and relevant school-based and official ministry curriculum documents. Our findings reveal that teachers’ understandings of global citizenship reflect an expanded horizons framework and that the range of core learning goals they identified related most closely with the theoretical literature focusing on worldmindedness and global issues, with less of a stated focus on power-sharing, democracy, diversity, or conflict resolution. Our overall findings suggest that as educational researchers we need to continue to rethink the theoretical knowledge base from which we work, with a goal toward accounting for the actual challenges, understandings and pedagogical knowledge base, and circumstances in which teachers are currently working.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p487327_index.html
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MLA Citation:

Ingram, Leigh-Anne., Evans, Mark., MacDonald, Angela. and Weber, Nadya. "Educating for global citizenship: Perspectives from three urban Canadian contexts" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p487327_index.html>

APA Citation:

Ingram, L. , Evans, M. , MacDonald, A. and Weber, N. A. , 2011-05-01 "Educating for global citizenship: Perspectives from three urban Canadian contexts" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p487327_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Contemporary forces of change have prompted educators and policymakers to pose hard questions about what it means to educate for citizenship within a global context. Yet, empirical studies of teachers’ characterizations of global citizenship education are rare. The purpose of our study is to examine how and why a sample of public school teachers educate for global citizenship in formal school contexts in three cosmopolitan contexts (Halifax, Toronto, and Vancouver) in Canada. In this study, we analyzed teachers’ understandings and practices in the area of global citizenship education in relation to various factors (e.g., context, education-related policy) and against a theoretical framework based on the contemporary literature of global citizenship education, focusing on core learning goals, teaching and learning practices, and macro-orientations. We used a qualitative approach, employing various methods of data collection including electronic self-completion questionnaires, interviews, classroom observations, and relevant school-based and official ministry curriculum documents. Our findings reveal that teachers’ understandings of global citizenship reflect an expanded horizons framework and that the range of core learning goals they identified related most closely with the theoretical literature focusing on worldmindedness and global issues, with less of a stated focus on power-sharing, democracy, diversity, or conflict resolution. Our overall findings suggest that as educational researchers we need to continue to rethink the theoretical knowledge base from which we work, with a goal toward accounting for the actual challenges, understandings and pedagogical knowledge base, and circumstances in which teachers are currently working.


Similar Titles:
Measuring global citizenship dispositions in new teachers? Canadian perspectives

Globalizing Teaching and Learning: Perspectives of African-Born Teacher Educators and Students in Urban Settings

Global citizenship education in higher education: What can we learn from Canadian experiences?

Turkey’s good schools: Citizenship education and human rights in a global context


 
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