[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602723-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-602723-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","teaching-for-global-citizenship-with-young-adult-literature-in-the-social-studies","Teaching for Global Citizenship with Young Adult Literature in the Social Studies","","The article examines how to prepare students for life as global citizens by integrating global citizenship concepts into social studies through young adult literature. It reviews scholarly definitions of global citizenship, outlines the competencies associated with Global Citizenship Education, and discusses why educators must address diverse global contexts in 21st-century classrooms. It also analyzes challenges teachers face when implementing global citizenship instruction.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-for-global-citizenship-with-young-adult-literature-in-the-social-studies/602723/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-for-global-citizenship-with-young-adult-literature-in-the-social-studies/602723.png","ImageObject",300,407,{"name":42,"@type":43},"dabgoudw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does the article define global citizenship for teaching purposes?","Question",{"text":62,"@type":63},"It references scholarly work and treats global citizenship as awareness, caring, embracing diversity, and promoting social justice and sustainability, alongside responsibility to act.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which competencies of global citizens are highlighted?",{"text":67,"@type":63},"It lists values and understandings including empathy, critical thinking and problem solving, communication and collaboration, conflict resolution, respect for diversity, and recognition of interdependence across global issues.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the article emphasize using young adult literature in social studies?",{"text":71,"@type":63},"It argues that social studies can address concerns related to global citizenship, and that young adult literature can expand students’ awareness and deeper identity as global citizens.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602723,1792712589,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Educational Considerations  \n\n| Volume 45\u003Cbr>Number 1 Teaching and Learning in a Global\u003Cbr>Community | Article 8 |\n| --- | --- |\n| 2019\u003Cbr>Teaching for Global Citizenship with Young Adult Literature in the Social Studies\u003Cbr>Casey Holmes\u003Cbr>North Carolina State University, [cholmes@ncsu.edu](cholmes@ncsu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons, Secondary Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nHolmes, Casey (2019) \"Teaching for Global Citizenship with Young Adult Literature in the Social Studies,\" Educational Considerations: Vol. 45: No. 1. [https://doi.org/10.4148/0146-9282.2166](https://doi.org/10.4148/0146-9282.2166)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu).  \nHolmes: Teaching for Global Citizenship with Young Adult Literature in th  \nTeaching for Global Citizenship with Young Adult  \nLiterature in the Social Studies  \nCasey Holmes  \nThe world has experienced a rapid increase in the level of communicative and technological  \nintegration since the advent and growth of the internet in the late 1990s. This period of  \ntechnological innovation has also encouraged a general increase in global trade, aided by cheaper and faster transportation than ever before. The increasingly global and technologically connected  \nworld that today’s students inhabit has reinvigorated the discussion around the need to prepare  \nyoung people not just for life in the American democracy, but also for life as global citizens. The  \nscholarly definition of “global citizenship” has been debated over the years since citizenship  \nusually refers to a national or regional identity that includes a set ofrights and responsibilities  \nprescribed by the government, but as there is not one overarching global government this  \ndefinition is not sufficient in capturing the essence of global citizenship (Noddings 2005) .  \nDespite the lack of consensus in the academic community, psychologists Stephen Reysen and Iva  \nKatzarska-Miller (2013) have proposed a definition of global citizenship as an individual’s  \n“awareness, caring, and embracing diversity while promoting social justice and sustainability,  \ncoupled with a sense of responsibility to act”(860) . While critical analysis of this definition is  \nwarranted, it is sufficient for the purposes of this piece to serve as a conceptual foundation for  \nthe vision of global citizenship discussed here.  \nDue to the nature of the increasingly diverse and global 21st-century society in which our  \nstudents are growing up, it is critical that we explore the current approaches to teaching global  \ncitizenship in school classrooms and investigate instructional practices by which teachers and  \nother educators may seek to develop and improve students’ competencies of global citizenship.  \nOne such approach may be the inclusion of multicultural young adult literature in the social  \nstudies classroom, as the social studies discipline exists to address just such concerns. The  \nreview of the relevant literature that is presented here will explore the necessity of teaching for  \nglobal citizenship in the social studies classroom, the challenges teachers face when considering  \nteaching for global citizenship, and the possibilities and opportunities afforded by the use of  \nyoung adult literature in the social studies classroom as a means of expanding students’  \nawareness, caring, and embrace of diversity towards a deeper identity of ","cbCaikN2DU6MbVHm","https://ap.wps.com/l/cbCaikN2DU6MbVHm","pdf",402417,"English","# Educational Considerations\n## Teaching for Global Citizenship with Young Adult Literature in the Social Studies\n## Global Citizenship Competencies","[{\"question\":\"How does the article define global citizenship for teaching purposes?\",\"answer\":\"It references scholarly work and treats global citizenship as awareness, caring, embracing diversity, and promoting social justice and sustainability, alongside responsibility to act.\"},{\"question\":\"Which competencies of global citizens are highlighted?\",\"answer\":\"It lists values and understandings including empathy, critical thinking and problem solving, communication and collaboration, conflict resolution, respect for diversity, and recognition of interdependence across global issues.\"},{\"question\":\"Why does the article emphasize using young adult literature in social studies?\",\"answer\":\"It argues that social studies can address concerns related to global citizenship, and that young adult literature can expand students’ awareness and deeper identity as global citizens.\"}]","Teaching for Global Citizenship with Young Adult Literature in the Social Studies | PDF",1792095126,14]