The article examines cosmopolitan nationalism within the context of imposed internationalization in Ecuador's education, focusing on Unidad Educativa Carlos Tobar (UECT) and its integration of the International Baccalaureate Diploma Programme (IBDP). It explores the teachers' use of 'vincular' -- linking global curricula to local realities -- as a…

We explore how the growth mindset relates to intercultural and global citizenship competencies in three Southeast Asian countries (Indonesia, Philippines, Thailand). Using data from the global competencies self-report survey and cognitive assessment of PISA 2018, we hypothesized that intercultural attitudes (i.e., openness, respect, global…

In this article, I highlight the emergence of a cosmopolitan turn in Literature education as observed in teachers' beliefs and practices in Singapore schools. Central to the cosmopolitan turn is the view that Literature education should not be disengaged from real-world connections to others particularly those who are marginalized and oppressed in…

Global education in China, particularly in the rural regions, has not been extensively investigated. This paper discussed Chinese schoolteachers' perceptions of and approaches to global education to address a gap in the Western discourses. A total of 12 in-service schoolteachers were identified by the snowball sampling method. All participants…

In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in…

In this preliminary study, the Global Engagement Survey (GES) was used to assess developmental outcomes in undergraduate students enrolled in a multi-year community-based global learning program. Statistically significant growth was observed on the Civic Efficacy (CE) scale of the GES (p = 0.01). The GES appears to have significant utility in the…

Education for international understanding in Japan was focused to develop its own national identity as well as to recognize its coexistence through intercultural education. Then, we have investigated the opinions of Japanese school teachers in terms of their recognition of the necessary content to introduce school instruction of intercultural…

Global citizenship education (GCE) suffers from a local problem, or its tendency to avoid particular people and problems nearby while privileging the situations of more distant others. This tendency, which I call global deflection, is one reason why GCE is too often ignored by educators and educational systems. The current qualitative study of two…

In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also…

Over the past few years of teaching at a school district in a southeastern state, the researcher noticed that her students had become increasingly interested in various global topics. Students wanted to talk about world events and cultures around the world, but they had a limited understanding of their own roles as world citizens. The purpose of…

This article makes novel use of the Deleuzo-Guattarian concepts of becoming and agencement to frame qualitative research on how youth from second language immigrant families conceptualize citizenship. Even though our work here is primarily conceptual, we refer to aspects of a previously published study to concretely illustrate these concepts for…

Innovation should not be about simply doing something new and different. Focusing on what will truly benefit students and society as a whole is the best way to innovate with a purpose. What better purpose than to support our children in the role of citizens of the world?

In 2013, the North Carolina state Task Force on Global Education put forth a goal of preparing students to be globally prepared for the twenty-first century. This study explored, through interviews with officials from the North Carolina Department of Public Instruction (NCDPI) as well as NCDPI's website, the influence of that global initiative on…

Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation,…

Pathways into student affairs careers may not always be clear or well defined. Often, student affairs professionals experience unconventional beginnings. Formal and informal relationships with faculty, staff and students in higher education may eventually inspire a career in student affairs. This process of socialisation positively influenced my…