Synthesizing Multicultural, Global, and Civic Perspectives in the Elementary School Curriculum and Educational Research

Autor/inn/en	Camicia, Steven P.; Zhu, Juanjuan
Titel	Synthesizing Multicultural, Global, and Civic Perspectives in the Elementary School Curriculum and Educational Research
Quelle	In: Qualitative Report, 17 (2012), Artikel 103 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Foreign Countries; Research Methodology; Citizenship Education; Educational Research; Global Approach; Elementary School Curriculum; Elementary School Teachers; Educational Change; Culturally Relevant Education; Social Justice; Cultural Pluralism; Multicultural Education; Civics; Global Education; Case Studies; Ethnography; Interviews; Data Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Research method; Forschungsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsforschung; Pädagogische Forschung; Globales Denken; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Soziale Gerechtigkeit; Kulturpluralismus; Multikulturelle Erziehung; Staatsbürgerkunde; Globales Lernen; Case study; Fallstudie; Case Study; Ethnografie; Interviewing; Interviewtechnik; Auswertung; Großbritannien
Abstract	Social networks and communities are rapidly expanding and changing due to the accelerating pace of globalization. In this article, we examine new possibilities for the reform of curriculum and educational research in a way that is responsive to increasingly multicultural and global communities. Drawing on literatures in the areas of multicultural, global, and civic education, we conducted a critical qualitative case study of four elementary school teachers. The teachers, two in the United States and two in the United Kingdom, are known to be exemplary at synthesizing multicultural, global, and civic education. We, the two authors, one a female from China and the other a male from the United States, employed duoethnography methodology to utilize our different positionalities as researchers in our description, analysis and interpretation of the data. As the exemplary teachers in our study illustrate, education needs to be culturally responsive, socially just, well-integrated, and empowering. We conclude with findings that have implications for the reform of curriculum and educational research methodology. (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10