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Perceptions and Experiences of Global Citizenship Education

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Perceptions and Experiences of Global Citizenship Education 1 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 2 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 pre- service 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) 3 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 4 Acknowledgements I would like to express my deep gratitude to those who supported me through this years- long 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—your patience and encouragement helped me persevere in this study. To my brother, Daniel—you provided extraordinary assistance and incalculable advice. I greatly appreciate all the time you spent guiding me through this arduous journey. 5 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 6 Phase Two.......................................................................................... 60 Phase Three........................................................................................ 61 Phase Four.......................................................................................... 61 Criteria for Quality Qualitative Research.................................................................. 61 Ethical Considerations................................................................................... 61 Credibility...................................................................................................... 62 Transferability................................................................................................ 63 Self-reflexivity and Transparency.................................................................. 63 Limitations....................................................................................................
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