Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship across the Content Areas

Autor/inn/en	Tichnor-Wagner, Ariel; Parkhouse, Hillary; Glazier, Jocelyn; Cain, Jessie Montana
Titel	Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship across the Content Areas
Quelle	In: Education Policy Analysis Archives, 24 (2016) 59, (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Global Education; Social Justice; Teaching Methods; Qualitative Research; Case Studies; Inservice Teacher Education; Elementary Secondary Education; Educational Practices; Competency Based Education; Integrated Curriculum; Student Centered Curriculum; Teacher Competencies; Citizenship Education; Teaching Models; Interviews; Classroom Observation Techniques; Focus Groups; Lesson Plans; Global Approach; Teacher Background; Language Arts; North Carolina + Suchen Sie Ihr Suchwort? Globales Lernen; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerfortbildung; Bildungspraxis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrkunst; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrmodell; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Globales Denken; Sprachkultur
Abstract	Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers' global experiences, students' global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01