The Globally Competent Teacher: Examining the Nationalism/Cosmopolitanism Tension and Teacher Orientations in Global Education

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Autor/in	Pisani, Shane J.
Titel	The Globally Competent Teacher: Examining the Nationalism/Cosmopolitanism Tension and Teacher Orientations in Global Education
Quelle	(2018), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Washington
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-7248-6
Schlagwörter	Hochschulschrift; Dissertation; Global Education; Nationalism; World Views; Secondary School Teachers; Teacher Attitudes; Social Studies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Globales Lernen; Nationalismus; World view; Weltanschauung; Lehrerverhalten; Gemeinschaftskunde
Abstract	Background: The concept of global education continues to be widely contested in classrooms across the United States as teachers find no uniform curriculum or expectations to guide their practice. How are teachers who are actively teaching global education courses interpreting this concept and learning goals? Past research suggests global education is connected closely to citizenship education. Teachers as a result have identified global education as a vehicle for prescribing nationalism, embracing cosmopolitanism, or a combination of the two. The historical transmission of nationalistic values in citizenship is now being challenged by the transformative values of the cosmopolitan citizen. This study explores the tension teachers' face when determining the transmission/transformative nature of global education and the teacher orientations that emerge as a result. Purpose: The study addresses the following research questions: Do teachers see global education through a nationalistic lens of a curriculum aimed at transmission/nationalism or a reconstructionist lens of transformation/cosmopolitanism or some combination of these? What kinds of teacher orientations do global education teachers demonstrate and how are these related to their interpretation of global education? Population: Participants in this study were five secondary social studies teachers from two districts who were currently or have taught (within the past two years) a global education course. Research Design: The research involved analysis of multiple data sources: a two-round Delphi survey and one semi-structured interview with each subject. Data Analysis: Analytic coding was utilized during the iterative Delphi survey rounds. Subjects received all the responses reported from the initial survey and were asked to consider these responses when completing the second round of the survey. Findings from both rounds were used to inform the interview protocol used with all subjects. Interviews were coded using the constant comparison method where subject responses were compared against each other to identify the variance between interviews, both subtle and extreme. Findings/Results: Qualitative analyses of the data collected reflect a broad representation on the nationalism/cosmopolitanism spectrum about how teachers interpret the concept of global education and how these interpretations influence practice and orientations to the curriculum. The data demonstrated a strong discourse where subjects reflected a globally competent orientation to global education, a combination of transmission and transformative values, and their instructional practice. However the study also contained a weaker discourse supporting neo-nationalist and neo-reconstructionist orientations. These outlier orientations were committed to seeing global education through either a nationalist/transmission lens or a cosmopolitan/transformative lens. Conclusions/Recommendations: Discussion focuses on the nationalism/cosmopolitanism tension found in global education and how it relates to previous empirical research on the topic. Results of the study suggest that social studies teachers have a growing awareness of the importance of the cosmopolitan perspective in global education. The shift from a U.S. centric global perspective to an integrated world systems approach, while varied among subjects, suggests that global education in these teachers' classrooms is influenced by a number of factors including student demographics, personal and political values, and the goal of action-based outcomes in their teaching. The interpretation of global education across subjects also suggests the emergence of teacher orientations spread across the nationalism/cosmopolitan spectrum. The neo-national, neo-reconstructionist, and globally competent orientations identified in the study are further discussed and situated in the larger literature examining teacher orientations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01