GLOBAL CITIZENSHIP EDUCATION IN THE ELEMENTARY …

GLOBAL CITIZENSHIP EDUCATION IN THE ELEMENTARY CLASSROOM Implementing Global Citizenship Education in the Elementary Classroom

By Nicole Atkins

A research paper submitted in conformity with the requirements For the degree of Master of Teaching

Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto

Copyright by Nicole Atkins, April 2017

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Abstract

The present qualitative research study investigates the following research question: How are a

sample of elementary school teachers creating opportunities to integrate global citizenship

education throughout the curriculum? Data was collected through semi-structured interviews

with three elementary educators working Toronto, Ontario who implement global citizenship

education in their daily practice. Transcripts of the data were analyzed thoroughly resulting

with four common themes: Teachers are implementing global citizenship education because of

their belief in the benefits and positive outcomes that result from this type of learning, Teachers

are using implementation strategies that align with the Ontario Curriculum while being mindful

of age-appropriateness in the elementary setting, Educators have found support for the

implementation of global citizenship education in the educational institution and the family

community of the school, and Work in global citizenship education is challenged by

inconsistencies in teacher training and expectations of learning goals. Implications for the

education community and personal practice are discussed, and recommendations are made for

further research in the global citizenship and elementary education field.

Key Words: Global Citizenship Education, Elementary, Implementation

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Acknowledgements

I would like to express my gratitude to all those who have shown me support throughout the development of my Master of Teaching Research Project. First of all, I would like to thank my three participants; Lauren, Hannah and Larry. Your everyday commitment to bringing global citizenship education into your classroom is admirable. Furthermore, I would like to thank Voice Integrative School for hosting me during the last two teaching practicums of my teacher education. This school has allowed me to see what global citizenship education looks and feels like and it has been truly inspiring. I feel extremely lucky to be in an environment surrounded by educators who are committed to a true global education. It is because of my experience at this school, that I feel confident carrying on this philosophy in any classroom.

I would like to thank my parents, Steve and Lori Atkins, and my brother Josh Atkins for always being supportive of me. You have always been extremely encouraging throughout my education. I would not be this far without you. I would also like to thank my friend, Kailyn Desjardins, for supporting me always.

A big thank-you goes to my professor Dr. Angela Macdonald-Vemic. You were a big part of the inspiration behind researching global citizenship education. I feel privileged to have worked with a researcher who is currently part of the global citizenship education conversation and look forward to following your work. Furthermore, I would like to thank all of my instructors from my time here at OISE. Your commitment to teaching and research is inspiring.

Finally, I would like to thank my cohort at OISE, P/J 271. The last two years have been amazing and it is very exciting to see how much we have grown as educators. Thanks for being great friends and support throughout this journey!

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TABLE OF CONTENTS

Abstract

2

Acknowledgements

3

Chapter 1: Introduction

9

1.0 Research Context

9

1.1 Research Problem

10

1.2 Purpose of the Study

11

1.3 Research Questions

11

1.4 Background of the Researcher/Reflexive Positioning Statement

12

1.5 Preview of the Whole

13

Chapter 2: Literature Review

15

2.0 Introduction to the chapter

15

2.1 Global Citizenship Education

15

2.1.1 Inconsistencies in global citizenship education: The lack of a concrete

definition

16

2.1.2 The current conversation around global citizenship education

17

2.1.3 Problems in global citizenship education

19

2.2 Global Citizenship Education in a Canadian Context

20

2.2.1Approaching global citizenship education at the elementary level

21

2.2.2 Global citizenship education in social studies

22

2.2.3 The value of an integrated curriculum

22

2.3 Bringing Global Citizenship Education into Practice

23

2.3.1 The challenges of implementing GCE

24

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2.3.2 Charity vs. social justice: The role of NGO's in global citizenship

Education

25

2.3.3 How GCE is being implemented throughout the curriculum

26

2.3.4 The outcomes: Why should educator's implement GCE?

27

2.4 Conclusion

28

Chapter 3: Methodology

29

3.0 Introduction to the Chapter

29

3.1 Research approach and procedures

29

3.2 Instruments of data collection

30

3.3 Participants

32

3.3.1 Sampling criteria

32

3.3.2 Sampling procedures

33

3.3.3 Participant biographies

34

3.4 Data Analysis

35

3.5 Ethical Review Procedures

36

3.6 Methodological Limitations and Strengths

37

3.7 Conclusion

38

Chapter 4: Research Findings

39

4.0 Introduction to the Chapter

39

4.1 Teachers are Implementing Global Citizenship Education Because of Their Belief

in the Benefits and Positive Outcomes That Result from This Type of Learning

40

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