Engendering Cosmopolitanism on the Ground through Place-Based and Culturally Relevant Curriculum: The Experiences of Four Teachers of World Literature in Hawai'I

Autor/in	Chappel, Jacquelyn
Titel	Engendering Cosmopolitanism on the Ground through Place-Based and Culturally Relevant Curriculum: The Experiences of Four Teachers of World Literature in Hawai'I
Quelle	In: Journal of Curriculum Studies, 50 (2018) 6, S.805-819 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chappel, Jacquelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1479450
Schlagwörter	Place Based Education; Culturally Relevant Education; Secondary School Teachers; World Literature; English Literature; Teacher Attitudes; Teaching Experience; Course Descriptions; Textbooks; Cultural Pluralism; Global Approach; High School Students; Empathy; Buddhism; Charter Schools; International Schools; International Education; Christianity; Religious Education; Institutional Characteristics; Course Content; Teaching Methods; Hawaii (Honolulu) + Suchen Sie Ihr Suchwort? Weltliteratur; Englische literatur; Lehrerverhalten; Kursstrukturplan; Textbook; Text book; Schulbuch; Lehrbuch; Kulturpluralismus; Globales Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Empathie; Buddhismus; Charter school; Charter-Schule; International school; Internationale Schule; Internationale Erziehung; Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite the historical purposes of World Literature and the inclusion of 'global citizenship' in many school mission statements, World Literature, in many high schools, remain reviews of British and American literature. The dominance of English language texts in World Literature reflects and perpetuates British and American political hegemony and may be inadequate in a globalized world defined by increased political, economic and cultural interactions between nations. While teacher preparation and a dearth of works in translations are cited as contributing to this problem, the experiences of teachers remain largely absent from discussion on internationalizing curriculum. This study presents the experiences of four high school teachers of World Literature in Hawai'i. Using cosmopolitanism on the ground, a theory of cosmopolitanism that investigates cosmopolitanism in education, this study draws from individual interviews, syllabi, textbooks and other material. The experiences of the teachers highlighted in this study illustrate ways in which teachers promoted cosmopolitanism in their classroom through culturally relevant and place-based curriculum, a counter-intuitive and seemingly oxymoronic approach to engendering cosmopolitanism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01