Jason Harshman, University of Iowa
Global Education in Neoliberal Times: A Case Study of Two New York City Area Schools
Discussant:Jason Harshman, University of Iowa
This case study investigates the conceptualizations and practices of global education (GE) in two schools. Findings include the ambiguity of GE and the various pressures that influence teacher GE practice. These themes suggest that the enactment of GE necessitates adaptation and less criticality to appease other demands on teachers.
William Gaudelli, Teachers College, Columbia University; Melissa Mitchem, Teachers College, Columbia University; Yeji Kim, Teachers College, Columbia University; Hanadi Shatara, Teachers College, Columbia University
Act Globally, Teach Locally: Developing an EcoJustice stance among preservice teachers through place-based, service learning
This paper presents findings from a study based on a critical place-based participatory research learning experience among preservice candidates. The goals of the learning experience are to engender an EcoJustice stance and prepare candidates to provide education for sustainability. Findings provide insights to the transformational potential of such experiences.
Greer Burroughs, The College of New Jersey; Marissa Bellino, The College of New Jersey; Morgan Johnston, The College of New Jersey
Cosmopolitanism in the Coalfields: Educating Appalachian Youth for Global Citizenship
This two-phased, mixed-methods study examined the intersection of Appalachian social studies teachers' perspectives on Global Citizenship Education (GCE) and rurality. Findings indicate participants largely supported democratically-congruent forms of GCE, but deficit thinking about rurality acted as a self-imposed hindrance to their curriculum aims.
Eric Moffa, Washington and Lee University
Developing Globally Competent Teacher Candidates Through Cross-Cultural Experiential Learning
This research explores the