SPECIAL ISSUE Education for Global Citizenship - Democratic Visions and Future Directions - Expanding approaches to teaching for diversity and social justice in K-12 education

Oct 15, 2026

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Educators must meet the needs of an increasingly diverse student body and build the knowledge, skills, and attitudes required for civic participation in a globalized pluralist society. Although global awareness has entered teaching standards and evaluation tools, educators still need to understand what globally competent teachers do across subjects and grade levels. This qualitative multiple case study examines signature pedagogies of 10 in-service teachers teaching global competence in math, music, science, English, social studies, and languages across elementary, middle, and high schools. Three signature pedagogies emerge: intentional integration of global topics and multiple perspectives; ongoing authentic engagement with global issues; and connecting teachers’ and students’ global experiences to curriculum.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages35

Reading Time1 h 28 min

AccessFree to download

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SPECIAL ISSUE Education for Global Citizenship: Democratic Visions and Future Directions education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University | Volume 24 Number 59 | May 16, 2016 | ISSN 1068-2341 | | --- | --- | --- | Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship Across the Content Areas Ariel Tichnor-Wagner Hillary Parkhouse Jocelyn Glazier & Jessie Montana Cain University of North Carolina at Chapel Hill United States Citation: Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas. Education Policy Analysis Archives, 24(59) . [http://dx.doi.org/10.14507/epaa.24.2138](http://dx.doi.org/10.14507/epaa.24.2138) This article is part of EPAA/AAPE’s Special Issue on Education for Global Citizenship: Democratic Visions and Future Directions, Guest Edited by Dr. John Myer. Abstract: Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, there is a need for educators to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers’ global experiences, students’ global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work. Keywords: global education; global perspectives; citizenship education; teacher competencies; K-12 education Ampliando las perspectivas sobre la enseñanza para la diversidad y la justicia social en la educación básica: Fomentando la ciudanía mundial a través de las áreas decontenido Resumen: en la actualidad los docentes deben de ser capaces de responder a las necesidades de un alumnado diverso y enseñar conocimientos, habilidades y actitudes para la participación cívica en sociedades pluralistas y globalizadas. Mientras que departamentos de educación y organizaciones nacionales de docentes han empezado a adoptar una conciencia global en sus estándares de enseñanza y las herramientas de evaluación, docentes necesitan entender lo que hacen los maestros competentes al nivel mundial realmente en sus salas de clase, a través de disciplinas y niveles de grado. Este estudio cualitativo de casos múltiples explora pedagogías emblemáticas (Shulman, 2005) de 10 docentes en-servicio en un estado del sudeste que ensenan competencias globales en las matemáticas, el músico, ciencia, inglés, estudios sociales y clases de idiomas a través de escuelas primarias, intermedias y colegios secundarios. Los autores identificaron tres pedagogías emblemáticas que caracterizan prácticas de enseñanza competente a nivelmundial: 1) la integración intencional de temas globales y perspectivas múltiples en y at

FAQs

What problem does the study address in K-12 global citizenship education?

Educators need to understand what globally competent teachers actually do in classrooms across subjects and grade levels, beyond the adoption of global awareness in standards and evaluation tools.

Which teaching practices characterize globally competent teaching in the study?

The study identifies three signature pedagogies: intentional integration of global topics and multiple perspectives, ongoing authentic engagement with global issues, and connecting teachers’ and students’ global experiences to the curriculum.

How was the research conducted?

A qualitative, multiple case study examined signature pedagogies of 10 in-service teachers in one southeastern state teaching global competence in multiple subjects across elementary, middle, and high schools.

Oct 15, 2026

Uploaded by ahduag