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ABSTRACT
This paper presents reflections on educators’ experiences while teaching critical global consciousness and students’ conceptualizations of global citizenship and civic mindedness in an undergraduate course. The course applied the principles of critical multicultural education to education in a global context. This analytical autoethnography focuses on the challenges, opportunities, and insights of three transnational instructors. The analysis presents the instructors’ decision making as they revised the course over time, to facilitate global consciousness about the world and one’s role within it through connections with personal stories and dialogic instruction. Students’ responses represented increased awareness of global issues and empathetic connections more typical of an initial course in global consciousness building; awareness of structural inequalities and the role of education in perpetuating social injustice on a broader scale was more limited. Recommendations include identifying further opportunities through program development and community engagement for developing more critical perspectives in global consciousness and engagement.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Dilys Schoorman
Dilys Schoorman, Ph.D. is Professor in the Department of Curriculum, Culture and Educational Inquiry at Florida Atlantic University, where she teaches courses in Multicultural/Global Education, Curriculum Theory, and Critical Theory. She is past-President of the Florida chapter of the National Association for Multicultural Education. A native of Sri Lanka, she views herself as a transnational whose experiences in each national context inform and enrich her work and interactions in the other. Her teaching, research and service interests include critical multiculturalism in educator preparation, leadership for social justice and democratic decision making, immigrant education and the internationalization of curriculum.
Anala Leichtman
Anala Leichtman, Ph.D. is a recent graduate of the Department of Curriculum, Culture, and Educational Inquiry at Florida Atlantic University, where she is also an instructor for an undergraduate global education course. Her research interests include exploring the relationship between critical pedagogy and post-colonial literary theory, culturally responsive pedagogy, multicultural education, and cultural literacy. The intersectionality of these research interests contributed to the development of her dissertation study in which she examined the ways secondary school English/Language Arts teachers created spaces to utilize culturally responsive pedagogy as a part of their implementation of English/Language Arts curriculum in their classrooms.
Rachayita Shah
Rachayita Shah Ph.D. is Community Engagement Scholarship Director at Bonner Foundation. Her responsibilities in this role include dissemination of evidence-based best practices in campus-wide community and civic engagement, and curriculum development. Previously, she taught undergraduate courses in multicultural and global education at Florida Atlantic University. She also worked as Program Manager at Florida Atlantic University’s (FAU) Center for Holocaust and Human Rights Education, where she facilitated training on Holocaust and human rights education and provided curriculum consultations to K-12 teachers. Her areas of research include teacher professional development, community engaged curriculum, multicultural education, and Holocaust and human rights education.