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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Abstract:
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
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Keyword:
action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges
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URL: https://aura.antioch.edu/etds/719
https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
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| 2 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 3 |
Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
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In: Excelsior: Leadership in Teaching and Learning (2021)
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| 4 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 5 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 6 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 7 |
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 8 |
An examination of monolingual preservice teachers’ set-up of cognitively demanding mathematics tasks with emergent multilingual students
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In: Education Publications (2019)
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| 9 |
Preservice teachers’ mathematics task modification for emergent bilinguals
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In: Education Publications (2019)
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| 10 |
The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University
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| 11 |
Creating Sustainable Support Systems for the Cultural Integration of International Students at a Medium Size Ontario University
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In: The Organizational Improvement Plan at Western University (2019)
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| 12 |
"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education
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In: Journal of Critical Thought and Praxis (2018)
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| 13 |
A Teaching-Learning Grant Initiative: Developing the Critical Literacy Instructional Abilities of Pre-Service Educators
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In: National Youth Advocacy and Resilience Conference (2018)
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| 14 |
Communicative equality: Needs assessment of sign language interpreters in South Dakota
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 15 |
No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future
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In: Education and Policy Briefs (2017)
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| 16 |
Building Relationships: Strategies for Getting to Know At-Risk Families and Students
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In: National Youth Advocacy and Resilience Conference (2017)
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| 17 |
Using Collaborative Discussions in College Classrooms
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In: Dissertations (2017)
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| 18 |
‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom
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In: Australian Journal of Teacher Education (2016)
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| 19 |
Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key
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In: Australian Journal of Teacher Education (2016)
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| 20 |
Powerful Partnerships: A Community Program for Low Income, High School Dropouts and a University
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In: National Youth Advocacy and Resilience Conference (2016)
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