Perceptions and experiences of global citizenship education

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PERCEPTIONS AND EXPERIENCES OF GLOBAL CITIZENSHIP EDUCATION

A thesis presented

by

Evan S. Saperstein

to

The School of Education

In partial fulfillment of the requirements for the degree of

Doctor of Education

in the field of

Education

College of Professional Studies

Northeastern University

Boston, Massachusetts

March 2019

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Abstract

In recent years, the idea of "global citizenship" has grown in scholarly circles and

developed into a nascent discipline known as global citizenship education. As a general matter,

global citizenship education strives to deepen cross-cultural understanding through the study of

current transnational issues. This qualitative, interpretivist case study sought to examine and

evaluate how students enrolled in a global studies curriculum at an urban New Jersey public high

school view their roles and responsibilities in the world today. The study included interviews

from an administrator, two global studies teachers, and six students enrolled in the second

sequence of a two-year course in the global studies curriculum. The study also included

observations and analysis of the course curriculum, syllabus, and student assignments.

This study advances four primary findings. First, the need for continued curriculum

development and design of global studies related courses and content. Second, the need for preservice and in-service training for teachers of global studies related courses, including teacher

education and professional development programs. Third, the importance of experiential

learning, among other forms of pedagogy and instructional practices, in furthering the goals of

global citizenship education. Fourth, the need for class projects, international education

programs, and other experiential learning opportunities (such as fieldwork, service-learning, or

community programs) to cultivate student interest in global citizenship education. Upon

reflection, this study also highlights the need for global studies related courses to explore the

connection between liberal democratic values and the goals of global citizenship.

Through the above findings and literature, this study has proposed an elective course on

global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable

Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6)

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Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal

Democratic Governance and Rights; 10) Global Citizenship Action Plan. This study also has

underscored the need for more research on global citizenship, global citizenship education in the

United States, global studies training and certification programs, experiential learning, and the

connection between global citizenship and liberal democratic governance and values.

Keywords: globalization, global citizen, global competence, global issues, global studies

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Acknowledgements

I would like to express my deep gratitude to those who supported me through this yearslong process. First and foremost, I would like to thank my doctoral thesis chair and advisor, Dr.

Afi Wiggins, for her exceptional guidance and counsel. Her prompt and insightful comments,

along with her kind words of encouragement, helped me stay on schedule. To the other members

of my thesis committee, Dr. Kelly Conn and Dr. Robert Fanuzzi, thank you for your invaluable

feedback and thoughtful recommendations. I also would like to thank those individuals who

took time out of their busy schedules to participate in this study.

Last but not least, I would like to thank my family for providing love and support along

the way. To my parents¡ªyour patience and encouragement helped me persevere in this study.

To my brother, Daniel¡ªyou provided extraordinary assistance and incalculable advice. I greatly

appreciate all the time you spent guiding me through this arduous journey.

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Table of Contents

Abstract.................................................................................................................................. 2

Acknowledgements................................................................................................................ 4

Chapter One: Introduction..................................................................................................... 7

Statement of the Problem........................................................................................... 7

Significance of the Problem....................................................................................... 12

Positionality Statement.............................................................................................. 15

Research Questions.................................................................................................... 16

Definition of Key Terms............................................................................................ 17

Theoretical Framework.............................................................................................. 18

Critics of ELT............................................................................................................ 19

Rationale.................................................................................................................... 19

Application of Theory................................................................................................ 20

Conclusion................................................................................................................. 22

Chapter Two: Literature Review........................................................................................... 23

Part I: Globalization................................................................................................... 23

Political Globalization................................................................................... 23

Economic Globalization.................................................................................25

Cultural Globalization.................................................................................... 29

Part II: Global Citizenship......................................................................................... 31

Global Awareness.......................................................................................... 33

Caring............................................................................................................. 34

Cultural Diversity...........................................................................................35

Social Justice.................................................................................................. 36

Sustainability................................................................................................. 37

Responsibility to Act..................................................................................... 39

Part III: Global Citizenship Education....................................................................... 41

Curricular Reform.......................................................................................... 41

Preparing Teachers for Global Citizenship Education...................................44

Pre-Service Training.......................................................................... 44

In-Service Professional Development................................................46

Active Learning............................................................................................. 48

Conclusion................................................................................................................. 50

Chapter Three: Research Design........................................................................................... 52

Qualitative Research Approach................................................................................. 52

Participants................................................................................................................. 53

Procedures.................................................................................................................. 56

Data Collection Source 1: Observations........................................................ 56

Data Collection Source 2: Interviews............................................................ 57

Data Collection Source 3: Documents........................................................... 58

Data Analysis................................................................................................. 59

Phase One...........................................................................................60

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