Gabriel Swarts, University of Wyoming
The Influence of Teacher Positionalities on the Teaching of Global Education
This study investigates how world history teachers' positionalities influence their curricular and pedagogical decision-making. Findings include the significance of personal experiences with family and travel in practice and the participants' ways of including their positions in their teaching. Various constraints and pressures affected their incorporation of a critical global perspective.
Hanadi Shatara, Teachers College, Columbia University
Moving Towards the Inclusion of Global Content Knowledge to Advance Global Learning?
Content standards in two countries were reviewed to determine their alignment to one United Nations' Sustainable Development Goal, #5: Gender Equality. This was done to consider the SDGs as a prospective global content knowledge framework. The authors found little direct content alignment and note its implications for global educators.
Brad Maguth, The University of Akron; Yang Huiyong, Henan University
Critical Readings of Global Citizenship in Teacher Education from the Global South
This paper reports on the perspectives of university faculty in Turkey and South Africa regarding global citizenship within teacher education. Data reveal how the intersections of religion, race, place, and globalization inform anti-colonial readings of GCE and the need to attend to privilege and one's security of belonging before claiming the global.
Jason Harshman, University of Iowa
Unsettling Globally Oriented Social Studies Classrooms: Understanding Teachers' Practices, Resources and Tensions in Centering Indigenous Ways of Knowing & Pedagogies
Discussant:Gabriel Swarts, University of Wyoming
This comparative case study explores the diverse urban contexts and curricula of two secondary social studies teachers nominated by local Indigenous people, asking: How can experienced teach