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Perceptions and Experiences of Globa...

Saperstein, Evan.

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Perceptions and Experiences of Global Citizenship Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceptions and Experiences of Global Citizenship Education./
Author:	Saperstein, Evan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	172 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Education Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13810295
ISBN:	9781392079515

Perceptions and Experiences of Global Citizenship Education.
Saperstein, Evan.

Perceptions and Experiences of Global Citizenship Education. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 172 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2019.

This item must not be sold to any third party vendors.

In recent years, the idea of "global citizenship" has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study sought to examine and evaluate how students enrolled in a global studies curriculum at an urban New Jersey public high school view their roles and responsibilities in the world today. The study included interviews from an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum. The study also included observations and analysis of the course curriculum, syllabus, and student assignments. This study advances four primary findings. First, the need for continued curriculum development and design of global studies related courses and content. Second, the need for pre-service and in-service training for teachers of global studies related courses, including teacher education and professional development programs. Third, the importance of experiential learning, among other forms of pedagogy and instructional practices, in furthering the goals of global citizenship education. Fourth, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship education. Upon reflection, this study also highlights the need for global studies related courses to explore the connection between liberal democratic values and the goals of global citizenship. Through the above findings and literature, this study has proposed an elective course on global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6) Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal Democratic Governance and Rights; 10) Global Citizenship Action Plan. This study also has underscored the need for more research on global citizenship, global citizenship education in the United States, global studies training and certification programs, experiential learning, and the connection between global citizenship and liberal democratic governance and values.

ISBN: 9781392079515Subjects--Topical Terms:

2186666
Education Policy.

Perceptions and Experiences of Global Citizenship Education.
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520 $a In recent years, the idea of "global citizenship" has grown in scholarly circles and developed into a nascent discipline known as global citizenship education. As a general matter, global citizenship education strives to deepen cross-cultural understanding through the study of current transnational issues. This qualitative, interpretivist case study sought to examine and evaluate how students enrolled in a global studies curriculum at an urban New Jersey public high school view their roles and responsibilities in the world today. The study included interviews from an administrator, two global studies teachers, and six students enrolled in the second sequence of a two-year course in the global studies curriculum. The study also included observations and analysis of the course curriculum, syllabus, and student assignments. This study advances four primary findings. First, the need for continued curriculum development and design of global studies related courses and content. Second, the need for pre-service and in-service training for teachers of global studies related courses, including teacher education and professional development programs. Third, the importance of experiential learning, among other forms of pedagogy and instructional practices, in furthering the goals of global citizenship education. Fourth, the need for class projects, international education programs, and other experiential learning opportunities (such as fieldwork, service-learning, or community programs) to cultivate student interest in global citizenship education. Upon reflection, this study also highlights the need for global studies related courses to explore the connection between liberal democratic values and the goals of global citizenship. Through the above findings and literature, this study has proposed an elective course on global citizenship with ten units: 1) Introduction to Global Citizenship; 2) Sustainable Development; 3) Poverty and World Hunger; 4) Global Health Issues; 5) Child Mortality; 6) Peace and Conflict; 7) Human Rights and Gender Equality; 8) Universal Education; 9) Liberal Democratic Governance and Rights; 10) Global Citizenship Action Plan. This study also has underscored the need for more research on global citizenship, global citizenship education in the United States, global studies training and certification programs, experiential learning, and the connection between global citizenship and liberal democratic governance and values.
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