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Pedagogy for a globalized world: a case study of teacher perceptions on preparing youth for an interconnected world
Dissertation   Open access

Pedagogy for a globalized world: a case study of teacher perceptions on preparing youth for an interconnected world

Manuel Guillot
Doctor of Education (Ed.D.), Drexel University
Mar 2019
DOI:
https://doi.org/10.17918/a8hd-pz16
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Abstract

Educational leadership Education and globalization International Education
Accelerating trends towards global interconnectedness, multi-cultural societies, and challenges to the earth's eco-system are creating the educational imperative to educate youth in international-mindedness and global citizenship. There is concern, however, that public schools in the United States are not adequately preparing youth to work and live effectively in a globalized society. For scholars, helping schools meet this challenge requires providing them with greater conceptual frameworks that clarify the concept of international-mindedness and an effective global pedagogy. This single qualitative case study explores teacher perceptions at an International Baccalaureate World School in the United States. The methodology used for this case study consisted of one-to-one semi-structured interviews, observation, and documentation to explore the phenomenon. Using a conceptual framework developed by Robert Hanvey (1979), the study analyzed the data using In Vivo and Values Coding methods. Among the study group findings was the perception that international-mindedness consists of open-mindedness leading towards the dimensions of perspective awareness, knowledge and appreciation of other cultures, and awareness of the interconnectedness of the world. Key Words: global education, international-mindedness, global perspective education, global citizenship.

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