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Views, and Documentary Analysis Over a Period of Four Months GLOBAL EDUCATION IN PRACTICE: A CASE STUDY OF ONE JAPANESE HIGH SCHOOL DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Masataka Kasai, MA. ***** The Ohio State University 2007 Dissertation Committee: Approved by Professor Merry Merryfield, Advisor Professor Keiko Samimy __________________________________ Advisor Professor Cynthia Tyson College of Education Copyright by Masataka Kasai 2007 ABSTRACT This study aims at answering several questions concerning the practice of global education in a Japanese high school, which I refer to as Fuji School. The research reveals how teachers at this high school teach global perspectives and what contextual factors affect high school teachers’ instructional decision-making. In order to answer the research questions, I conducted a naturalistic case study to explore Fuji School, which is the high school of the comprehensive educational institution from kindergarten up to graduate school, in the suburban area of a major city in Japan. I employed three data collection methods; observations, interviews, and documentary analysis over a period of four months. I utilized the constant comparative method for data analysis to find core categories in terms of the elements of global perspectives that Fuji School’s five selected courses and extracurricular activities offer and to identify the contextual factors that affect the teachers’ instructional decision-making. ii The results of the study disclosed that through the five courses and the extracurricular activities, Fuji School teachers offered instruction of five elements of global perspectives; self-knowledge, diverse cultures and cross-cultural communication skills, world problems and local actions, global/local connections, and critical thinking skills. In the process of instructing these five elements, they infused notions of global history and multiple perspectives. The study also showed that the five teacher participants taught these elements of global perspectives under different contexts, in which some of the following eight factors positively or negatively affected their instructional decision-making: curriculum and testing; human resources; resources and funds; events; school climate; teachers’ contexts; students; and time. iii This labor is dedicated to my parents and my wife, Yasumasa, Miyako, and Tamami Kasai iv ACKNOWLEDGMENTS During the years since I entered The Ohio State University as a master’s student, I have been fortunate to meet and work with many outstanding people, such as faculty members, staff, and fellow graduate students, who academically and personally supported my doctorate journey. To all of them, I extend my thanks. I wish to greatly thank my advisor, Dr. Merryfield, for admitting me to the Social Studies and Global Education program and for providing consistent and rigorous support throughout my graduate studies. I benefited greatly from Dr. Tyson’s intellectual support both when I participated in her courses at the master’s level and while I wrote this dissertation. I am indebted to Dr. Samimy for her inspiration in her TESOL courses. She encouraged me to pursue my interest in infusing global perspectives in English education and gave invaluable and thoughtful advice and suggestions for this dissertation. v This research could not have been conducted without the six research participants. I am very thankful for their generosity in allowing me to observe their classes and interview them and for their willingness to share their teaching experiences. I also thank my peer debriefer and back-translator who shared their knowledge and skills to improve my dissertation. I am grateful to other individuals who are too many to name here. I relied on their support and kindness in preparing this dissertation. vi VITA March 12, 1973…………………………Born – Mie, Japan 2001……………………………………..M.A. Social Studies and Global Education, The Ohio State University 2002 - 2004……………………………..Graduate Technology Associate, The Ohio State University PUBLICATIONS Research Publications: 1. Kasai, M. (2006). Practice and issues of online global education. Global Education, 8, 14-22. 2. Merryfield, M. & Kasai, M. (2004). How are teachers responding to globalization? Social Education, 68 (5), 354-359. 3. Kasai, M. (2003). Embracing global education: Advice for Japanese university English classrooms. The Language Teacher, 27 (11), 19-22. vii FIELD OF STUDY Major Field: Education Areas of Emphasis: Global Education English Education Technology in Education viii TABLE OF CONTENTS Page Abstract……………………………………………………………………... ii Dedication…………………………………………………………………... iv Acknowledgments………………………………………………………....... v Vita………………………………………………………………………….. vii List of Tables………………………………………………………………... xvi List of Figures……………………………………………………………..... xvii Chapters: 1. Introduction...……………………………………………………. 1 1.1 Statement of the Problem……………………………………. 6 1.2 Methodology………………………………………………… 11 1.2.1 Research Site and Research Participants………………. 12 1.2.2 Data Collection………………………………………… 14 1.2.3 Data Analysis…………………………………………... 14 1.2.4 Presentation of the Findings…………………………… 15 1.3 Significance of the Study……………………………………. 15 1.4 Definitions of Terms…………………………………………. 18 1.5 Limitations of the Study……………………………………... 19 1.6 Organization of the Study……………………………………. 20 2. Literature Review…….………………………………………….. 22 2.1 Development of Global Education…………………………... 22 2.1.1 Rationales and Development of Global Education……. 23 2.1.2 Summary.......................................................................... 39 2.2 Essential Elements in the Conceptualization of Global Education........................................................................................ 39 2.2.1 Perspective Consciousness…………………………….. 41 ix 2.2.1.1 Seeing the world from multiple perspectives…… 47 2.2.2 Global Issues…………………………………………... 51 2.2.2.1 Teaching various types of global issues………..... 56 2.2.3 Global Interdependence………………………………... 60 2.2.3.1 Teaching interconnectedness across space............. 65 2.2.4 Cross-Cultural Learning and Skills................................. 67 2.2.4.1 Providing cross-cultural learning and experiences......................................................................... 71 2.2.5 Global History................................................................. 76 2.2.5.1 Teaching interconnectedness over time.................. 77 2.2.6 Participation in a Global Society..................................... 79 2.2.6.1 Thinking globally and acting locally...................... 82 2.2.7 Connections of the Six Elements in the Conceptualization of Global Education...........……………… 82 2.3 Contextual Factors Affecting Teachers’ Instructional Decision-Making............................................................................ 86 2.3.1 Curriculum and Testing................................................... 86 2.3.2 People.............................................................................. 88 2.3.3 Resource.......................................................................... 91 2.3.4 Event................................................................................ 94 2.3.5 School Climate................................................................ 94 2.3.6 The Teacher’s Context..................................................... 96 2.3.7 Summary.......................................................................... 98 3. Research Methodology................................................................... 100 3.1 A Rationale…………………………………………………... 100 3.1.1 Natural Setting................................................................. 104 3.1.2 Human as Instrument...................................................... 104 3.1.3 Tacit Knowledge.............................................................. 105 3.1.4 Qualitative Methods........................................................ 106 3.1.5 Purposive Sampling......................................................... 107 3.1.6 Inductive Data Analysis.................................................. 108 3.1.7 Emergent Design............................................................. 109 3.1.8 Negotiated Outcomes...................................................... 110 3.2 Selection of Case Study Site and Research Participants…….. 111 x 3.3 Data Collection………………………………………………. 117 3.3.1 Participant Observation................................................... 118 3.3.2 Interviews........................................................................ 129 3.3.3 Documentary Analysis.................................................... 137 3.4 Data Analysis………………………………………………… 140 3.5 Presentation of the Case........................................................... 148 3.5.1 Case Study Reporting...................................................... 148 3.5.2 Language......................................................................... 150 3.6 Trustworthiness…………………………………………….... 155 3.6.1 Prolonged Engagement................................................... 155 3.6.2 Persistent Observation..................................................... 158 3.6.3 A Reflexive Journal......................................................... 159 3.6.4 Peer Debriefing............................................................... 164 3.6.5 Triangulation................................................................... 167 3.6.6 Member Checking..........................................................
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