Narratives of Global Learning for Global Citizenship: A Postmodern Story of Pre- and In-Service Teachers' Global Learning Experiences

Authors

Sherrie Rhodes Beeson PhD, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Curriculum and Instruction

First Advisor's Name

Hilary Landorf, PhD

First Advisor's Committee Title

Co-Committee Chair

Second Advisor's Name

Sarah Mathews, PhD

Second Advisor's Committee Title

Co-Committee Chair

Third Advisor's Name

Percy Hintzen, PhD

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Benjamin Smith, PhD

Fourth Advisor's Committee Title

Committee Member

Keywords

global learning, global citizenship, diversity, equity, DE&I, pre-service teacher, in-service teacher, teaching, narrative inquiry, qualitative

Date of Defense

6-12-2023

Abstract

We often hear that global learning is necessary for students to successfully make their way in our increasingly interconnected world. Students must develop a global perspective, an awareness of issues and problems that have far-reaching, even global effects, and the ability to communicate and work with people different from themselves. Acknowledgement of the need for global learning implies “a moral imperative to imagine the future” (Hovland, 2006, p.4) and an ethical duty to prepare students accordingly. The Global Learning for Global Citizenship Initiative began at Florida International University (FIU) in 2010. Its stated objectives are that it will: increase students’ awareness of the interrelatedness of critical issues faced locally and globally; improve students’ ability to critically examine these issues from multiple perspectives; and empower students to engage with others and address issues both in and outside of their immediate circle of concern (Landorf et al., 2018).

How does global learning inform various pre-service and practicing teachers’ pedagogy—their approach to the teaching and learning of diverse students? This narrative inquiry was guided by one essential research question: How, if at all, does global learning appear in the storied lives of pre- and in-service teachers who have engaged in one or more undergraduate global-learning designated courses at FIU? Through this study, insights were gathered into how undergraduate engagement with global learning appeared in five pre-service and five in-service teachers’ storied lives. Research participants’ narratives revealed how they reflected, envisioned, and implemented global learning as teaching for diversity, equity, and inclusion, subsequent to their preparation and participation in undergraduate global learning-designated courses at this university. Additional findings include participants’ unique definitions of global learning, transformations that occur as a result of global learning, and how global learning recognizes a diversity of diversities.

Identifier

FIDC010985

ORCID

0000-0002-2170-3974

Recommended Citation

Beeson, Sherrie Rhodes PhD, "Narratives of Global Learning for Global Citizenship: A Postmodern Story of Pre- and In-Service Teachers' Global Learning Experiences" (2023). FIU Electronic Theses and Dissertations. 5196.
https://digitalcommons.fiu.edu/etd/5196