1

1eacher ercept|ons of G|oba| Competence |n London

State Schoo|s

!odl 8arry, 8ebecca 8rooks, uana CuLler, !llllan uobosz, 8rlan !ames Lwlng, !esslca Cagne, 8rendan
ClollLLo, Llsa klvell, Alexa Mach, 1ravls Marclnlak, Alllson Mcnamara, !esslca 8auglLlnane, kalLlyn SmlLh,
aul SLeller



May 2014



Subm|tted |n part|a| fu|f|||ment for the degree of
Masters of Arts |n Curr|cu|um & Instruct|on
Un|vers|ty of Connect|cut
2






Copyr|ght 2014
A|| Internat|ona| k|ghts keserved











1he |nqu|ry pro[ect has been exam|ned and approved by:

_______________________________________ ____________________
Inqu|ry ro[ect D|rector, Dav|d M. Moss, h.D. Date 4]7]14
Assoc|ate rofessor of Curr|cu|um and Instruct|on

3







Acknow|edgements:

We would llke Lo acknowledge our professors ln London who were commlLLed Lo Leachlng us noL only
abouL Lhe comparlson beLween Lhe Amerlcan educaLlon sysLem versus Lhe 8rlLlsh educaLlon sysLem,
buL also abouL Lhe lmporLance of culLure and global learnlng. We would also llke Lo acknowledge Lhe
prlmary and secondary schools LhaL parLlclpaLed ln answerlng all of our quesLlons, leL us observe and
reflecL on Lhelr class lessons, and were lnvolved ln group lnLervlews. lL ls wlLh Lhe help of all of Lhese
Leachers LhaL allowed us Lo compleLe our research.
4
1ab|e of Contents
AbsLracL [3]
LlLeraLure 8evlew [6-33]
ueflnlLlon of CloballzaLlon------------------------------------------------------------------------------------- [6-7]
1rends ln CloballzaLlon----------------------------------------------------------------------------------------- [7-9]
ueflnlng Clobal CompeLence--------------------------------------------------------------------------------[9- 13]
MeLhodology of Measurlng Clobal CompeLence------------------------------------------------------[16-19]
8rlLlsh naLlonal Currlculum---------------------------------------------------------------------------------[19-22]
Clobal CompeLence and CulLural Awareness ln Lhe 8rlLlsh naLlonal Currlculum--------------[22-27]
LducaLlng for Clobal CompeLence: MaLerlals and SupporL for 1eachers------------------------[27-30]
1eacher ercepLlons------------------------------------------------------------------------------------------[30-33]
MeLhodology [33-39]
8esearch CuesLlons-----------------------------------------------------------------------------------------------[33]
Survey lnsLrumenL---------------------------------------------------------------------------------------------[33-33]
locus Croup-----------------------------------------------------------------------------------------------------[33-37]
Lesson CbservaLlon------------------------------------------------------------------------------------------- [37-38]
School uemographlcs-----------------------------------------------------------------------------------------[38-39]
8esulLs [39-48]
Survey 8esulLs--------------------------------------------------------------------------------------------------[39-43]
locus Croup 8esulLs------------------------------------------------------------------------------------------[44-46]
Lesson CbservaLlon-------------------------------------------------------------------------------------------[46-48]
Summary of key llndlngs----------------------------------------------------------------------------------------[48]
ulscusslon [48-31]
Lxposure vs. uepLh------------------------------------------------------------------------------------------------[49]
8esources and rofesslonal Learnlng---------------------------------------------------------------------[49-30]
School CulLure-------------------------------------------------------------------------------------------------[30- 31]

lmpllcaLlons [31-39]
rlorlLlzlng Clobal LducaLlon--------------------------------------------------------------------------------[31-34]
luLure of Clobal LducaLlon---------------------------------------------------------------------------------[ 34-38]
LlmlLaLlons-----------------------------------------------------------------------------------------------------------[38]
Clossary [39]
Appendlces [60-71]
Appendlx A------------------------------------------------------------------------------------------------------[60-63]
Appendlx 8-----------------------------------------------------------------------------------------------------------[66]
Appendlx C------------------------------------------------------------------------------------------------------[67-71]
8eferences [72-76]





5
Abstract
Current trends in globalization have increased the importance of explicitly teaching for global
competence. For this study, we defined global competence as an individuals ability to effectively adapt
to and communicate across cultures and foster purposeful intercultural relations underpinned by a
strong sense of cultural awareness of oneself and others. Our mixed-methods research focused on
teacher perceptions of education for global competence in London state schools. Results using a
survey, focus group interview, and lesson observation protocol, all developed for this study, revealed
that although teachers value education for global competence, a lack of prioritization of it in the
curriculum along with minimal high quality resources hinder students development in this area.
Implications suggest global competence education is crucial for cultivating global citizenship. However,
a greater emphasis on global competence as an integrated element across the curriculum is essential
to realize this 21
st
century aim.














6
L|terature kev|ew
Def|n|t|on of G|oba||zat|on
1he Lerm globallzaLlon enLered frequenL use ln Lhe laLe 1980s (8oberLson, 1992, p. 87),
1heodore LevlLL, an economlsL who used Lhe Lerm Lo descrlbe changes ln Lhe global economy, ls ofLen
credlLed wlLh colnlng Lhe Lerm (Sprlng, 2008, p. 331). 1oday, however, Lhe Lerm globallzaLlon ls
commonly and llberally across academla and popular culLure Lo descrlbe varlous worldwlde
phenomena. As a resulL of lLs wlde use, researchers sLruggle Lo agree on a common deflnlLlon of Lhe
Lerm. Llkewlse, scholars dlspuLe Lhe pros and cons of globallzaLlon (Agbarla, 2009).
ln Lhe efforL Lo deflne globallzaLlon, some researchers have aLLempLed Lo more preclsely
characLerlze Lhe Lerm's meanlng by breaklng lL down lL lnLo dlfferenL caLegorles. ln 1998 8elch creaLed
four posslble deflnlLlons LhaL brldge economlcs, pollLlcs, and culLure (8elch, 1998). Pls flrsL deflnlLlon
descrlbes globallzaLlon as a blstotlcol epocb, a perlod of Llme ln Lhe mldsL of Lhe Cold War, occurrlng ln
Lhe 1970s. 8elch's second deflnlLlon of globallzaLlon deflnes lL as a serles of ecooomlc pbeoomeoo (Lhe
global growLh of sales, producLlon faclllLles, and manufacLurlng processes). 1he Lhlrd deflnlLlon sLaLes
LhaL globallzaLlon ls a ptocess tbot Jlssemlootes Ametlcoo voloes above all else. 8elch's fourLh and flnal
deflnlLlon ls LhaL globallzaLlon ls a tecbooloqlcol ooJ soclol tevolotloo, a shlfL away from lndusLrlal
caplLallsm Lo Lhe posLlndusLrlal concepLlon of economlc relaLlons" (p. 19). A more recenL example of
dlvldlng Lhe consLrucL of globallzaLlon lnLo caLegorles sLems from Agbarla (2009), whose ldeas
overlapped wlLh Lhose of 8elch. Agbarla sLaLed LhaL globallzaLlon should be dlvlded lnLo four areas:
economlc, pollLlcal, culLural, and eLhlcal (p. 38). Cverall, Lhe Lerm globallzaLlon has conLlnued Lo evolve
Lhrough Lhe decades, wlLh dlfferenL scholars expandlng upon and reflnlng varlous noLlons ln an efforL
Lo advance varlous flelds of sLudy.
Lven Lhough Lhe concepL of globallzaLlon was lnlLlally esLabllshed Lo descrlbe economlc Lrends,
7
conLemporary researchers ofLen use lL ln a much broader sense. lor example, ln addlLlon Lo Lhe
lnLegraLlon of economles, Lleber and Welsberg (2002) descrlbe globallzaLlon as Lhe lncreased
lnLegraLlon of lnformaLlon Lechnology, Lhe spread of global popular culLure, and oLher forms of presenL
day human lnLeracLlon. ln facL, some deflnlLlons of globallzaLlon no longer lnclude Lhe Lerm economy.
8oLhenberg (2003), a conLrlbuLor Lo Lhe webslLe www.globallzaLlon101.org, deflnes globallzaLlon as
Lhe acceleraLlon and lnLenslflcaLlon of lnLeracLlon and lnLegraLlon among Lhe people, companles, and
governmenLs of dlfferenL naLlons" (p. 2). 1he characLerlzaLlon furLher sLaLes LhaL Lhls process has
effecLs on human well-belng (lncludlng healLh and personal safeLy), on Lhe envlronmenL, on culLure
(lncludlng ldeas, rellglon, and pollLlcal sysLems), and on economlc developmenL and prosperlLy of
socleLles across Lhe world" (8oLhenberg, 2003, p. 2). MacgllchrlsL and ChrlsLophe (2011) explalned
globallzaLlon ln a slmllar manner: Lhe clrculaLlon of ldeas, caplLal, people and symbols. 1hey belleved
LhaL globallzaLlon was slmllar Lo modernlzaLlon, buL whaL seLs Lhe Lwo aparL ls LhaL globallzaLlon ls a
cognlLlve shlfL expressed boLh ln a growlng publlc awareness of Lhe ways ln whlch dlsLanL evenLs can
affecL local forLunes (and vlce versa) as well as ln publlc percepLlons of shrlnklng Llme and geographlcal
space" (MacgllchrlsL & ChrlsLophe, 2011, p. 146). llnally, MacgllchrlsL and ChrlsLophe also developed a
conclse deflnlLlon for globallzaLlon: 1he emergence of globally effecLlve crlLerla of relevance whlch
come Lo sLeer Lhe selecLlon of lssues and Lhe ways Lhey are dealL wlLh ln local communlcaLlon
processes" (p. 148).

1rends |n G|oba||zat|on
uesplLe dlfferences over a slngular deflnlLlon of globallzaLlon, researchers have ldenLlfled
several far-reachlng Lrends. ln Lhe economlc arena, Sheppard (2002) observed LhaL, due Lo
Lechnologlcal advances, locaLlon ls of less lmporLance, raLher, LransacLlons are able Lo occur beLween
8
parLles ln dlsLanL areas of Lhe globe wlLh lncreaslng frequency and rapldlLy. Slmllarly, Peld (2002, p. 30)
sLaLed LhaL naLlonal borders are lncreaslngly lrrelevanL" when lL comes Lo economlc maLLers. ln facL,
economlc problems ln one area could serve as a caLalysL wlLh lnsLanL global ramlflcaLlons.
Peld and McCrew (2002) observed Lhe same phenomenon ln Lhe pollLlcal arena. Local and
naLlonal pollLlcs now have lmmedlaLe consequences ln oLher reglons of Lhe globe. AL Lhe same Llme, an
lncreaslng number of lnLernaLlonal organlzaLlons and pollcy-maklng groups have emerged from Lhe
foreground. AL Lhe beglnnlng of Lhe 20Lh cenLury 37 lCCs (lnLergovernmenLal organlzaLlons) and 176
lnCCs (lnLernaLlonal non-CovernmenLal CrganlzaLlons) exlsLed, ln 2000, Lhe numbers rose Lo 6,743
lCCs and 47,098 lnCCs (Peld & McCrew, 2002, p. 18). Croups llke Lhe unlLed naLlons, Croup of 8 [aka
1he C8] , lnLernaLlonal MoneLary lund, World 1rade CrganlzaLlon, and Luropean unlon have also
emerged and galned power ln recenL decades. As an example of Lhe speed aL whlch Lhlngs move ln Lhe
pollLlcal arena, as Lhls paper ls belng flnallzed, Lhe C8 was re-framed Lhe C7 as member counLrles
voLed Lo suspend Lhelr C8 membershlps and move ahead wlLhouL 1he 8usslan lederaLlon ln llghL of
recenL aggresslons agalnsL ukralne.
1he lnLernaLlonal LransacLlons prevlously menLloned (pollLlcal, economlcal, culLural) have
played a parL ln lnfluenclng reglonal culLures. Lleber and Welsberg (2002) and Sprlng (2002) noLed Lhe
lncreaslng AmerlcanlzaLlon or homogenlzaLlon of world culLures, as evldenced by Lhe growLh of
Amerlcan Lngllsh as a global language and Lhe spread of Amerlcan popular culLure. Lleber and
Welsberg (2002) and Sprlng (2002), along wlLh Peld and McCrew (2002), have also observed Lhe
presence of human rlghLs and envlronmenLal Loplcs ln global dlalogue. Whlle Lhese Lrends are wldely
observed and documenLed, researchers sLlll debaLe wheLher globallzaLlon ls, overall, a poslLlve or
negaLlve Lrend. lor example, some researchers belleve globallzaLlon ls seen as global WesLernlzaLlon,
whlch can puL lL ln a negaLlve llghL (Sen, 2002, p.19, Lleber and Welsberg, 2002, p. 283). lf Lhe WesL
9
esLabllshes Lrade rules, Lhe lnLeresLs of developlng counLrles may noL be fully consldered. ln
comparlson, 8oLhenberg (2003) has argued LhaL globallzaLlon can have varled lmpacLs when vlewed
Lhrough Lhe lens of dlfferenL values.
We have chosen Lo adopL 8oLhenberg's vlew of globallzaLlon for Lhe purposes of our research,
and wlll conslder mulLlple perspecLlves. ln order Lo effecLlvely faclllLaLe a conversaLlon abouL Lhe
overall lmpacL of globallzaLlon (and dlscusslons of lLs poslLlve and negaLlve consequences), 8oLhenberg
advlsed oLher researchers Lo examlne Lhe Lhree Lenslons of globallzaLlon LhaL he puL forLh: 1) Lhe
Lenslon beLween lndlvldual and socleLal cholces, 2) Lhe Lenslon beLween free markeL and governmenL
lnLervenLlon, and 3) Lhe Lenslon beLween local auLhorlLy versus supra-local auLhorlLy. 8egardless of Lhe
poslLlve or negaLlve naLure of globallzaLlon on communlLles and lndlvlduals, Lhese Lrends have broughL
abouL a new educaLlonal Lerm, global compeLence, whlch we wlll examlne ln Lhe followlng secLlon.

Def|n|ng G|oba| Competence
CloballzaLlon makes global connecLlons more accesslble, more frequenL, and perhaps
lnevlLable, resulLlng ln a growlng global lnLerdependence. 1echnology, mass mlgraLlon, and cllmaLe
lnsLablllLy also demand lndlvlduals acL as global clLlzens, who are consLanLly aware and engaged ln
global evenLs and lssues. ConsequenLly, boLh global lnLerdependence and Lhe responslblllLles of global
clLlzenshlp challenge people of Lhe 21
sL
cenLury Lo develop lndlvldual global compeLence ln order Lo
effecLlvely collaboraLe cross-culLurally and lmprove Lhe world as one lnLerconnecLed socleLy.
As an ever-changlng and complex Lerm, global compeLence ls a mulLldlmenslonal and
lnLerdependenL concepL wlLh no unlversal deflnlLlon. Powever, a varleLy of resources seem Lo have
come Lo a consensus LhaL an lndlvldual's global compeLence conslsLs of a range of characLerlsLlcs
wlLhln Lhe framework of Lhree caLegorles: knowledge, skllls, and aLLlLudes. Cenerally, a globally
compeLenL lndlvldual musL have knowledge of global evenLs and how culLure affecLs Lhe evenLs, crlLlcal
10
Lhlnklng and communlcaLlon skllls LhaL funcLlon ln boLh group and lndependenL seLLlngs, and a poslLlve
aLLlLude whlch lncorporaLes empaLhy and openness Lo people dlfferenL from oneself.
lollowlng Lhe model of knowledge, skllls, and aLLlLudes, Sche[bal and lrvlne (2009) creaLe a llsL
of global compeLencles whlch Lhey deem necessary for success ln cross-culLural conLexLs.

knowledge
knowledge of world geography
awareness of Lhe complexlLy and lnLerdependence of world evenLs and lssues
undersLandlng of hlsLorlcal forces LhaL have shaped Lhe currenL world sysLem
knowledge of one's own culLure and hlsLory
knowledge of effecLlve communlcaLlon, lncludlng knowledge of a forelgn language, lnLerculLural
communlcaLlon concepLs, and lnLernaLlonal buslness eLlqueLLe
undersLandlng of Lhe dlverslLy found ln Lhe world ln Lerms of values, bellefs, ldeas, and
worldvlews
ALLlLudes
openness Lo learnlng and a poslLlve orlenLaLlon Lo new opporLunlLles, ldeas, and ways of
Lhlnklng
ablllLy Lo manage amblgulLy and pressure ln a self-reflecLlve way and Lo use crlLlclsm as a
growLh opporLunlLy
sLrong lnLeresL ln learnlng aL mulLlple levels and ln seeklng opporLunlLles for conLlnuous
learnlng and professlonal growLh
orlenLaLlon Loward acLlon and commlLmenL Lo achlevlng ouLcomes
senslLlvlLy and respecL for personal and culLural dlfferences
empaLhy or Lhe ablllLy Lo Lake mulLlple perspecLlves, ablllLy and deslre Lo work consLrucLlvely
11
wlLh people of all backgrounds and orlenLaLlons
self-awareness and self-esLeem abouL one's own ldenLlLy and culLure
poslLlve ouLlook abouL Lhe fuLure and proacLlve engagemenL ln Lhe world: lnlLlaLlve,
enLhuslasm, lnqulslLlveness, courage, self-rellance, self-conLrol, lndependence, perseverance,
creaLlvlLy, flexlblllLy, asserLlveness, sense of humor
Skllls (general)
Lechnlcal skllls (l.e., research skllls) LhaL enhance Lhe ablllLy of sLudenLs Lo learn abouL Lhe world
crlLlcal and comparaLlve Lhlnklng skllls, lncludlng Lhe ablllLy Lo Lhlnk creaLlvely and lnLegraLe
knowledge, raLher Lhan uncrlLlcal accepLance of knowledge
communlcaLlon skllls: ablllLy Lo express oneself clearly ln conversaLlons and lnLeracLlons wlLh
oLhers, llsLen acLlvely, produce effecLlve wrlLLen communlcaLlons, ensure LhaL lnformaLlon ls
shared, use anoLher language effecLlvely Lo lnLeracL wlLh people from oLher culLures, esLabllsh
rapporL qulckly, work effecLlvely as a parL of a mulLlnaLlonal/mulLlculLural Leam
coplng and reslllency skllls ln unfamlllar and challenglng slLuaLlons, e.g., mulLlculLural seLLlngs
wlLh a dlverse range of personallLles and learnlng sLyles
learnlng Lhrough llsLenlng and observlng
effecLlveness and asLuLeness when worklng ln cross-culLural seLLlngs
leadershlp skllls: confldence ln moLlvaLlng sLaff Lo meeL challenges and achleve ob[ecLlves and
ln promoLlng ownershlp and responslblllLy for deslred ouLcomes aL all levels
ablllLy Lo ldenLlfy and use synergles across organlzaLlons and wlLh exLernal parLners (p. 127-
128)

AlLhough Lhe above quallLles porLray aspecLs of global compeLence, Sche[bal and lrvlne's model
12
of knowledge, skllls, and aLLlLudes poLenLlally leads Lo an lnflnlLe amounL of characLerlsLlcs one can
embody Lo funcLlon effecLlvely ln a global seLLlng. ln an aLLempL Lo provlde more sLrucLure Lo Lhe Lerm
global compeLence, LdsLeps Clobal CompeLence 1ask lorce developed a deflnlLlon and proposed,
Clobal compeLence ls Lhe capaclLy and dlsposlLlon Lo undersLand and acL on lssues of global
slgnlflcance" (Mansllla & !ackson, 2011, p. xlll). 1he Councll of Chlef SLaLe School Cfflcers' LdSLeps
lnlLlaLlve & Asla SocleLy arLnershlp for Clobal Learnlng (CCSSC & Asla SocleLy) expanded on Lhls
deflnlLlon and made global compeLence more expllclL by consLrucLlng a framework for globally
compeLenL lndlvlduals, speclflcally sLudenLs. Accordlng Lo Lhelr research, globally compeLenL sLudenLs
execuLe Lhe followlng four dlmenslons:
1. lnvesLlgaLe Lhe world beyond Lhelr lmmedlaLe envlronmenL, framlng slgnlflcanL problems and
conducLlng well-crafLed and age-approprlaLe research.
2. 8ecognlze perspecLlves, oLhers' and Lhelr own, arLlculaLlng and explalnlng such perspecLlves
LhoughLfully and respecLfully.
3. CommunlcaLe ldeas effecLlvely wlLh dlverse audlences, brldglng geographlc, llngulsLlc, ldeologlcal,
and culLural barrlers.
4. 1ake acLlon Lo lmprove condlLlons, vlewlng Lhemselves as players ln Lhe world and parLlclpaLlng
reflecLlvely. (Mansllla & !ackson, 2011, p. 11)
Mansllla and !ackson (2011) also suggesL LhaL global compeLence lnvolves engaged learnlng and
requlres dlsclpllnary and lnLerdlsclpllnary knowledge ln order for Lhe above framework of global
compeLence Lo be effecLlve and fully supporLed (12). 1he CCSSC & Asla SocleLy conclude LhaL Lhe
above sLaLed along wlLh Lhe mulLl-dlmenslonal framework, demonsLraLe LhaL global compeLence ls
Lherefore besL developed wlLhln dlsclpllnary courses or conLexLs. SLudenLs do noL develop global
compeLence afLer Lhey galn fundamenLal dlsclpllnary knowledge and skllls, buL raLher wblle Lhey are
13
galnlng such knowledge and skllls" (Mansllla & !ackson, 2011, p. 18). LssenLlally, global compeLence ls
a Leachable and learned concepL of whlch sLudenLs galn proflclency as long as Lhey are provlded wlLh a
varleLy of expllclL opporLunlLles Lo lnLeracL ln seLLlngs LhaL requlre and develop global compeLencles.
1he CCSSC & Asla SocleLy furLher proposed LhaL sLudenLs engaged wlLh Lhe mulLl-dlmenslonal
framework wlll be prepared as sLudenLs who vlew Lhemselves as lnformed, LhoughLful, and effecLlve
workers ln changlng Llmes" (Mansllla & !ackson, 2011, p. 3). 1he use of Lhe word wotkets here lmplles
LhaL Lhe end resulL of Leachlng for global compeLence ls Lo produce globally compeLlLlve employees,
ready Lo Lackle Lhe global economy and workforce and, mosL lmporLanLly, succeed ln a world of
buslness and compeLlLlon. ?eL, we advocaLe for Lhe consequence of global compeLence Lo be an
endeavor LhaL allows Lhe lndlvldual Lo funcLlon more effecLlvely ln personal, soclal, and cross-culLural
seLLlngs, raLher Lhan a solely economlc achlevemenL.
1o cenLer on Lhe lndlvldual's soclal lmprovemenL and accompllshmenL of global compeLence,
we draw from 8enneLL's uevelopmeotol MoJel of lotetcoltotol 5eosltlvlty (uMlS). 8enneLL's uMlS helps
explaln why some people are more effecLlve aL communlcaLlng across culLures Lhan oLhers, whlch
8enneLL descrlbes as lnLerculLural compeLence." 8enneLL suggesLs LhaL as people become more
lnLerculLurally compeLenL, Lhey LranslLlon from eLhnocenLrlsm Lo eLhnorelaLlvlsm. ln oLher words, Lhey
no longer see Lhelr culLure as cenLral Lo reallLy" buL raLher [usL one organlzaLlon of reallLy among
many vlable posslblllLles," achlevlng culLural self-awareness ln addlLlon Lo awareness of oLher culLures
ouLslde one's own culLural ldenLlLy (8enneLL, 2004, p. 1).
8ecognlzlng global compeLence as mulLldlmenslonal and dynamlc, 8enneLL employs
consLrucLlvlsL Lheory and cognlLlve psychology Lo puL forLh a conLlnuum of slx sLages an lndlvldual can
experlence along Lhls conLlnuum from eLhnocenLrlc Lo eLhnorelaLlve. 8eglnnlng wlLh Lhe mosL
eLhnocenLrlc sLage and conLlnulng Lo Lhe mosL eLhnorelaLlve sLage, Lhe uMlS lncludes uenlal, uefense,
14
MlnlmlzaLlon, AccepLance, AdapLaLlon, and lnLegraLlon. lundamenLally, Lhe uMlS sLages dlsplay an
lndlvldual's response Lo culLural dlfference. 1he more eLhnocenLrlc sLages avold culLural dlfference
elLher by denylng lLs exlsLence, by ralslng defenses agalnsL lL, or by mlnlmlzlng lLs lmporLance"
(8enneLL, 2004, p. 1). Cn Lhe oLher end, Lhe more eLhnorelaLlve sLages seek culLural dlfference elLher
by accepLlng lLs lmporLance, by adapLlng perspecLlve Lo Lake lL lnLo accounL, or by lnLegraLlng Lhe
whole concepL lnLo a deflnlLlon of ldenLlLy" (8enneLL, 2004, p. 2) CognlLlve consLrucLlvlsm ls aL Lhe core
of Lhe uMlS, whlch promoLes Lhe ldea LhaL lndlvlduals consLrucL cross-culLural experlences Lhrough
LemplaLes, or seLs of caLegorles, LhaL we use Lo organlze our percepLlon of phenomena." 1hls lmplles
LhaL our own blases shape our percepLlons of cross-culLural evenLs (8enneLL, 2004, p. 10). 1herefore,
wlLhouL any lnLeracLlons or knowledge of oLher culLures, an lndlvldual wlll conLlnue Lo experlence
eLhnocenLrlsm slnce hls or her own culLure serves as Lhe only basls for percepLlon and consLrucLlon.
?eL, communlcaLlve consLrucLlvlsm reveals LhaL as lndlvlduals become more cognlLlvely complex, or
more lnLerculLurally senslLlve, Lhey communlcaLe ln more person-cenLered" and perspecLlve-Laklng"
ways, suggesLlng LhaL Lhey are more llkely Lo flnd human commonallLy among culLures and more llkely
Lo Lake on a culLurally dlfferenL perspecLlve (8enneLL, 2004, p. 10). 1hese quallLles LogeLher cause a
chaln reacLlon ln poLenLlal lnLerculLural developmenL, flrsL enhanclng lnLerculLural communlcaLlon,
Lhen lnLerculLural senslLlvlLy, and ulLlmaLely, lnLerculLural compeLence.
urawlng on Lhe ldeas of Sche[bal and lrvlne, CCSSC & Asla SocleLy, and 8enneLL, we asserL LhaL
global compeLence conslsLs of a mulLldlmenslonal framework LhaL ouLllnes essenLlal quallLles globally
compeLenL lndlvlduals exhlblL ln order Lo funcLlon effecLlvely across culLures. We also belleve LhaL ln
order for global compeLence Lo be developed and achleved, lndlvlduals musL flrsL be presenLed wlLh
learnlng opporLunlLles LhaL promoLe lnLerculLural relaLlons and perspecLlve-shlfLlng skllls Lo bulld global
compeLencles, Lhus, global compeLence can be learned when LaughL. Moreover, we agree LhaL Lhe
15
basls of global compeLence sLems from cognlLlve consLrucLlvlsm ln whlch lndlvlduals consLrucL culLure
Lhrough Lhelr own blases and percepLlons. As a resulL, successful developmenL of global compeLence
requlres an lndlvldual Lo obLaln culLural self-awareness as well as exposure Lo, knowledge of, and
meanlngful experlences wlLh oLher culLures ln order Lo advance Lhelr culLural awareness. 1herefore, by
lnLegraLlng Lhese ldeas, for Lhe purposes of Lhls pro[ecL we deflne global compeLence as:
Ooes oblllty to effectlvely oJopt to ooJ commoolcote octoss coltotol Jlffeteoces os o tesolt of
eoqoqemeot lo potposefol lotetcoltotol telotloos wltb o sttooq seose of coltotol owoteoess of
ooes self ooJ otbets.
AfLer analyzlng and condenslng Lhe prlor research, we also developed a mulLldlmenslonal framework
of Lhe educaLlonal ouLcomes LhaL lndlcaLe Lhe achlevemenL of globally compeLence:
1. CulLural Awareness: 1he reallzaLlon LhaL culLure affecLs socleLy, produclng Lhe lnherenL ablllLy
Lo conslsLenLly engage ln an lnLerculLural and global perspecLlve.
2. erspecLlve-ShlfLlng: 1hls lncludes Lhe ablllLy Lo readlly shlfL ouL of Lhelr own perspecLlve Lo
empaLhlze wlLh Lhe mulLlfaceLed aspecLs of a slLuaLlon.
3. lnlLlaLlve 1aklng: 8esponslveness Lo culLural and global slLuaLlons. lndlvlduals embrace Lhelr
global clLlzenshlp and enLhuslasLlcally seek opporLunlLles ouLslde of Lhelr comforL zone Lo
advance Lhelr culLural awareness and lmprove global condlLlons.
We wlll use our operaLlonal deflnlLlon of global compeLence Lo examlne how effecLlvely London sLaLe
schools culLlvaLe global compeLence wlLhln Lhelr sLudenLs. WlLh our consLrucLlvlsL lens on global
compeLence, we wlll explore wheLher selecL London sLaLe schools, from admlnlsLraLlon Lo faculLy,
make currlcular and lnsLrucLlonal cholces LhaL provlde sLudenLs wlLh purposeful and meanlngful
learnlng experlences LhaL faclllLaLe cross-culLural lnLeracLlons wlLh Lhe end resulL of bulldlng sLudenLs'
global compeLence as 21
sL
cenLury global clLlzens.
16
Methodo|ogy of Measur|ng G|oba| Competence
As a resulL of Lhe lnLegraLlon of a global currlculum ln prlmary and secondary schools ln Lhe uk,
meLhods for measurlng and assesslng Lhe effecLlveness of global learnlng are developlng. lrances PunL
(2012), who has sLudled Lhls concepL ln prlmary schools ln Lngland, has compleLed a sLudy assesslng
Lhe effecLlveness of Lhe global learnlng pracLlce wlLhln Lhe educaLlonal sysLem. Per leadershlp has
sparked conversaLlon regardlng Lhe overall effecLlveness of Lhe assessmenL of global compeLence ln
sLudenLs. 1hls has ralsed Lhe quesLlon of wheLher quanLlLaLlve daLa meLhods can respond Lo Lhe
complexlLles of global learnlng" (PunL, 2012, p. 19). revlously, Lhere was small scale, school-level
research on Lhe lmpacL of global learnlng, however a large scale research meLhod on Lhe lmpacL has
been largely absenL (e.g. 1answell, 2011). ln 2011, PunL lnlLlaLed her research on assesslng Lhe
effecLlveness of global learnlng ln Lhe classroom wlLh a quesLlonnalre, ln addlLlon Lo collecLlng
subsLanLlal quallLaLlve daLa Lhrough school-based group lnLervlews. PunL's assessmenL of global
learnlng wlLhln London school sysLems focused on varlous facLors: Lhe currlculum and sub[ecL
dlsclpllnes LhaL lncluded global learnlng, who manages global learnlng ln schools, and Lhe lmpacLs of
global learnlng Lhrough Lhe eyes of admlnlsLraLlon, headLeachers, Leachers, and sLudenLs. 1hrough her
sLudy, PunL came Lo ma[or concluslons on Lhe aLLlLudes and bellefs of global learnlng ln Lhe classroom.
lor example, 60.4 of sLudenLs have developed slgnlflcanL lnLeresL ln oLher counLrles and culLures as a
resulL of Lhelr global learnlng. 1hls lllusLraLes Lhe lmpacL of global lnLeresL ln educaLlon, however, Lhe
research can sLlll be furLher expanded. (PunL, 2012, p. 26).
WlLhln Lhe same sLudy, PunL was able Lo gaLher daLa showlng LhaL 63 of schools have begun
Lo lnLegraLe global learnlng lnLo Lhelr school day wlLhln Lhe pasL flve years (PunL, 2012, p.26). 1hls
sLaLlsLlc explalns why meLhods of measurlng and assesslng Lhe effecLlveness of global learnlng are
elLher very new or have yeL Lo be developed. PunL concludes LhaL expllclL global learnlng embedded ln
17
schools has had a slgnlflcanLly greaLer lmpacL on sLudenLs' global compeLency (PunL, 2012, p. 30).
ln addlLlon Lo schools and educaLlonal researchers, experLs ln oLher flelds wlLhln Lhe uk have
been concurrenLly worklng Lo develop measuremenL sysLems for global compeLence. ln order Lo meeL
Lhe demands of a mulLlculLural socleLy and lnLernaLlonal workforce wlLhln Lhe uk, naLlonal
CccupaLlonal SLandards for lnLerculLural Worklng has almed Lo creaLe an assessmenL Lool for
lnLerculLural communlcaLlon wlLhln dlfferenL companles (Macuonald, 2009, p. 1). 1hls Lool looks for slx
skllls underplnnlng lnLerculLural compeLence: Lolerance for amblgulLy, behavloral flexlblllLy,
communlcaLlve awareness, knowledge dlscovery, respecL for oLherness and empaLhy (Macuonald,
2009, p. 379). 1hls assessmenL and almosL one hundred addlLlonal assessmenL Lools developed by
commerclal lnLerculLural Lralnlng provlders have been deslgned Lo measure lnLerculLural compeLence
ln Lhe workplace (Pumphrey, 2007, p.379). 1he efforL of Lhe uk commerclal workforce Lo creaLe a
paLhway for assesslng lnLerculLural compeLence wlLhln Lhelr companles can perhaps serve as a model
for measurlng global compeLence wlLhln school sysLems.
As global compeLence galns a more domlnanL presence ln educaLlon worldwlde, Lhe need for
assessmenL becomes more urgenL. ln Lhelr arLlcle, Polly A. LmerL and ulane L. earson explore
lnLernaLlonal educaLlon and Lhe role LhaL schools play ln developlng one Lo be a globally llLeraLe
person" (LmerL & earson, 2007, p. 67). A globally llLeraLe sLudenL ls capable of dlsLlngulshlng global
lnLerdependence, ls able Lo work and succeed across dlverse envlronmenLs, and can accepL
responslblllLy for world clLlzenshlp" (LmerL & earson, 2007, p. 67). 1he ulLlmaLe goal behlnd Lhe focus
of global learnlng ls for sLudenLs Lo develop an lnLerculLural mlndseL and sklll seL LhaL wlll be used
LhroughouL Lhelr llves. Powever, Lhe sLrongesL challenge Lo Lhls global learnlng model ls demonsLraLlng
lLs purpose, effecLlveness, and success ln sLudenLs (LmerL & earson, 2007, p. 70). AssessmenL ls
necessary Lo help sLrengLhen Lhe need for LducaLlon for Clobal Learnlng and lLs fuLure. 1he assessmenL
18
of sLudenL learnlng could use daLa Lo lmprove sLudy abroad programs as well as showcaslng Lhe
educaLlonal value of such opporLunlLles. As a resulL, many dlfferenL Lypes of assessmenL Lools such as
Lhe lul (LmerL & earson, 2007), 8Lvl (Shealy, 2003), uMlS (as seen ln Marx & Moss, 2011a) and
MyCA (Marx & Moss, 2011b) were creaLed and puL lnLo place.
uue Lo Lhe LheoreLlcal foundaLlon, and lLs emplrlcal rellablllLy and valldlLy, Lhe lul ls commonly
known as an effecLlve measure of sLudenLs' lnLerculLural senslLlvlLy. 1he lul has helped esLabllsh LhaL
sLudy abroad programs uslng Lhe global learnlng model lncrease Lhe lnLerculLural compeLence of
sLudenLs (LmerL & earson, 2007, p. 73).
Amerlcan researchers have conLlnued Lo deslgn mulLlple oLher forms of assessmenL for global
learnlng lncludlng Lhe 8Lvl, uMlS, and MyCA. 1he 8ellefs, LvenLs, and values lnvenLory (8Lvl) was
creaLed ln con[uncLlon wlLh Lhe LqulllnLegraLlon 1heory. 1he lnvenLory conLalns Len caLegorles such as
negaLlve llfe evenLs, auLhorlLarlan lnLro[ecLs, rellglous LradlLlonallsm, need for conLrol, emoLlonal
aLLunemenL, and more. ulLlmaLely, Lhe 8Lvl ls able Lo deLermlne Lhe characLerlsLlcs and LralLs of
groups LhaL humans feel a belonglng Loward (Shealy, 2003, p. 99). ln Lhe arLlcle lease Mlnd Lhe
CulLure Cap: lnLerculLural uevelopmenL uurlng a 1eacher LducaLlon SLudy Abroad rogram," urs.
Pelen Marx and uavld M. Moss examlne Lhe effecLs of a sLudy abroad program on pre-servlce Leachers
and how lL Lransforms Lhem lnLernally as sLudenLs, and as fuLure educaLors. 1he uevelopmenLal Model
of lnLerculLural SenslLlvlLy (uMlS), developed by MllLon 8enneLL ln 1993, aLLempLs Lo undersLand Lhe
process and meLhods ln whlch varlous experlences ln dlfferenL culLures wlll help sLudenLs become
more lnLerculLurally developed (as clLed ln Marx & Moss, 2011a, p. 37). 1he uMlS helps demonsLraLe
LhaL cross-culLural experlences can Lruly change a person's worldvlew and awaken Lhelr culLural
unconsclousness." AfLer havlng Lhese enllghLenlng experlences abroad, resulLs from Lhe uMlS have
shown LhaL sLudenLs wlll feel pressured Lo make a change ln Lerms of worldvlew (see Marx & Moss,
19
2011a, p. 38). Marx and Moss also creaLed My CulLural Awareness roflle (MyCA) whlch ls a Lool
based on self-reflecLlon, deslgned Lo beLLer prepare and creaLe culLurally and globally aware
Leachers" (Marx & Moss, 2011b). lnsLead of merely employlng survey-llke lLems, lL also lncludes shorL
answer quesLlons LhaL allow parLlclpanLs Lo puL Lhelr experlences lnLo Lhelr own words. noL only does
lL supporL culLural reflecLlon, buL lL ls also a Lool for formaLlve assessmenL. SLudenLs can reLake
MyCA aL several polnLs ln Lhelr program, provldlng Leacher educaLors wlLh a formaLlve assessmenL
vehlcle Lo revlew developmenLal progress" (Marx & Moss, 2011b). Marx and Moss are currenLly
flnallzlng Lhe valldaLlon of a verslon of MyCA Lo esLabllsh an addlLlonal valldaLed lnsLrumenL ln Lhls
fleld. WlLh Lhe lncreaslng number of assessmenL Lools worldwlde, Lhe global learnlng model wlll galn
more momenLum and wlll help Lhe number of globally compeLenL sLudenLs conLlnue Lo rlse.

8r|t|sh Nat|ona| Curr|cu|um
A key facLor lnfluenclng Lhe educaLlon of globally compeLenL sLudenLs ls Lhe currlculum LhaL
guldes Lhelr sLudles. 1he 8rlLlsh naLlonal Currlculum was flrsL creaLed by Lhe LducaLlon 8eform AcL ln
1988, whlch called for lmplemenLaLlon of a naLlonal Currlculum ln all sLaLe schools. 1hls currlculum
soughL Lo regulaLe Lhe conLenL LaughL across all sLaLe schools ln order Lo enable falr and conslsLenL
assessmenL. Many changes have been made Lo Lhe currlculum due Lo lLs orlglnal rlgldlLy and over-
speclflclLy, resulLlng ln slgnlflcanL reforms of lLs conLenL and formaL. 1he unlLed klngdom arllamenL
purporLedly bases lLs work wlLh Lhe naLlonal Currlculum off of Lhe values Lhelr socleLy holds. lL asserLs,
LducaLlon should reflecL Lhe endurlng values.Lhese lnclude valulng ourselves, our famllles our
relaLlonshlp, Lhe wlder groups Lo whlch we belong, Lhe dlverslLy ln our socleLy." (ueparLmenL for
LducaLlon and Currlculum, 2004, p. 11). ln collaboraLlon wlLh arllamenL, Lhe ueparLmenL of LducaLlon
works Lo develop a currlculum LhaL wlll prepare lndlvlduals who wlll be prepared Lo engage[.]wlLh
economlc, soclal, and culLural change, lncludlng Lhe conLlnued globallzaLlon of Lhe economy and
20
socleLy." (ueparLmenL for LducaLlon and Currlculum, 2004, p. 11). lL ls Lhls seL of values LhaL underpln
Lhe school currlculum and Lhe goals of sLaLe schools.
1he naLlonal Currlculum ls based on a speclflc seL of dlsLlncL purposes and values whlch, lf used
effecLlvely, can gulde sLaLe schools ln accompllshlng Lhe Lwo broad alms of Lhe currlculum. Alms of Lhe
currlculum are as follows (ueparLmenL for LducaLlon and Currlculum, 2004, p. 10):
Lo provlde opporLunlLles for all puplls Lo learn and achleve
Lo promoLe puplls' splrlLual, moral, soclal and culLural developmenL and prepare all puplls for
Lhe opporLunlLles, responslblllLles and experlences of llfe
AddlLlonally, Lhls seL of four maln purposes gulde schools as Lhey work Lowards achlevlng Lhe
overarchlng alms LhaL Lhe naLlonal Currlculum sLresses (ueparLmenL for LducaLlon and Currlculum,
2004, p. 12):
1o esLabllsh an enLlLlemenL for an educaLlon
1o esLabllsh sLandards for LhaL educaLlon
1o promoLe conLlnulLy and coherence
1o promoLe a publlc undersLandlng of currlculum.
lf schools embody Lhese four purposes successfully, Lhey wlll be maklng sLrldes Lowards Lhe alms of Lhe
naLlonal Currlculum.
rogress ls assessed Lhrough a seL of flve key sLages based on age and grade level, and naLlonal
Currlculum sLandards are seL ln a progresslon based on Lhese key sLages. 1he flrsL sLage ls referred Lo
as Lhe loundaLlon sLage and lnvolves any chlld under flve years old. ln Lhls sLage, learnlng focuses
around Lhree prlmary areas: communlcaLlon and language, physlcal developmenL, and personal, soclal,
and emoLlonal developmenL. WlLhln Lhese Lhree prlmary areas of learnlng are four speclflc areas of
learnlng, whlch lnclude llLeracy, maLhemaLlcs, undersLandlng Lhe world, and expresslve arLs and
21
deslgn. CompeLency of Lhese prlmary and speclflc areas of learnlng are based on ongolng observaLlon
of sLudenLs and assessmenL LhroughouL Lhe foundaLlon sLage. 1he naLlonal Currlculum Lhen ouLllnes
Lhree learnlng characLerlsLlcs LhaL help Leachers assess compeLency. 1hese characLerlsLlcs lnclude
playlng and explorlng, acLlve learnlng, and creaLlng and Lhlnklng crlLlcally. Powever aL Lhls sLage, Lhe
naLlonal Currlculum does noL prescrlbe how ongolng assessmenL should be underLaken" (ueparLmenL
for LducaLlon, 2011, p. 3). 1he responslblllLy of wheLher Lhe chlld saLlsfacLorlly compleLes Lhe
foundaLlon sLage resLs wlLh Lhe chlld's pracLlLloner.
lollowlng Lhe loundaLlon SLage ln Lhe 8rlLlsh naLlonal Currlculum are Lhe key SLages
(ueparLmenL for LducaLlon and Currlculum, 2004, p. 14). 1hese four sLages focus on Lhe Lhree core
sub[ecLs of Lngllsh, MaLhemaLlcs, and Sclence, and nlne non-core foundaLlon sub[ecLs, lncludlng ueslgn
and 1echnology, lnformaLlon and CommunlcaLlon 1echnology, PlsLory, Ceography, Modern lorelgn
Languages, ArL and ueslgn, Muslc, hyslcal LducaLlon, and ClLlzenshlp. ln addlLlon, Lhe followlng
sub[ecLs are also LaughL ln 8rlLlsh SLaLe Schools: 8ellglous LducaLlon, Careers LducaLlon, Sex LducaLlon,
Work-relaLed Learnlng, and ersonal, Soclal, and PealLh LducaLlon. 8elow ls a Lable LhaL descrlbes Lhe
age ranges wlLhln each sLage, Lhe year groups LhaL each sLage conslsLs of, and Lhe sub[ecLs LhaL are
LaughL wlLhln each sLage (p.14) :
22

llgure 1 lllusLraLes LhaL Lhe Lhree core sub[ecLs (Lngllsh, MaLhemaLlcs, and Sclence), ueslgn and
1echnology, lnformaLlon and CommunlcaLlon 1echnology, hyslcal LducaLlon, 8ellglous LducaLlon, and
ersonal, Soclal, and PealLh LducaLlon are LaughL LhroughouL sLages one Lhrough four. PlsLory,
Ceography, ArL and ueslgn, and Muslc are LaughL durlng sLages one Lhrough Lhree, Modern lorelgn
Languages, ClLlzenshlp, Career LducaLlon, and Sex LducaLlon occur durlng sLages Lhree and four, and
Work-relaLed LducaLlon ls LaughL durlng Lhe flnal sLage.

G|oba| Competence and Cu|tura| Awareness |n the 8r|t|sh Nat|ona| Curr|cu|um
1he uk ueparLmenL for LducaLlon provldes a framework documenL for Lhe 2013-2014 naLlonal
Currlculum LhaL ouLllnes Lhe purpose of sLudy, alms, and aLLalnmenL LargeLs" for each grade level ln
boLh Lhe core and non-core sub[ecLs. 1hls documenL ls a resulL of Lhe SecreLary of SLaLe for LducaLlon's
23
call Lo revlse Lhe naLlonal Currlculum ln 2011, and followlng approval from arllamenL and Lhe
MlnlsLry, Lhe flnal verslon was publlshed ln lall 2013 (ueparLmenL for LducaLlon, 2013, p. 14). All
malnLalned schools" ln Lngland are legally requlred Lo follow Lhe naLlonal Currlculum, so Lhe flnal
verslon of Lhls documenL wlll seL expecLaLlons for all 8rlLlsh schools meeLlng Lhls crlLerla (ueparLmenL
for LducaLlon, 2011, p. 4). Some dlrecL evldence of educaLlon for global compeLence exlsLs ln Lhls
revlsed currlculum, buL slnce lncluslon of a global dlmenslon ls noL mandaLory, many of Lhe ob[ecLlves
focus excluslvely on llfe ln Lhe unlLed klngdom (uk). 1he overvlew of Lhe framework documenL sLaLes
LhaL schools are also free Lo lnclude oLher sub[ecLs or Loplcs of Lhelr cholce ln plannlng and deslgnlng
Lhelr own programme of educaLlon," whlch allows schools Lo lmplemenL a global dlmenslon
lndependenLly or wlLh help from oLher organlzaLlons (ueparLmenL for LducaLlon, 2011, p. 3). 1he
ma[orlLy of evldence for global Leachlng was found ln Lhe soclal sLudles (ClLlzenshlp, PlsLory,
Ceography) and language domalns, buL opporLunlLles for global educaLlon and culLural awareness
were embedded ln several oLher areas of Lhe currlculum as well.
ln Lhe prlmary years (key SLages one and Lwo of Lhe 8nC), sLudenLs are lnLroduced Lo
Ceography and PlsLory perLalnlng excluslvely Lo Lhe uk, buL lL lsn'L unLll key SLages Lhree and four of
Lhose domalns LhaL sLudenLs begln Lo exLend Lhelr knowledge and undersLandlng beyond Lhe local
area and Lhe unlLed klngdom Lo lnclude Lurope, norLh and SouLh Amerlca." 1hls sLandard ls lncluded
ln Lhe currlculum wlLh Lhe ob[ecLlve LhaL sLudenLs wlll learn abouL Lhe locaLlon and characLerlsLlcs of a
range of Lhe world's mosL slgnlflcanL human and physlcal feaLures, [...] Lhelr envlronmenLal reglons,
counLrles, and ma[or clLles" (ueparLmenL for LducaLlon, 2011, p. 163). 1he human geography" aspecL
lnLroduced ln Lhe upper sLages of Lhe currlculum relaLes Lo a sLudy of populaLlon, lnLernaLlonal
developmenL, economlc acLlvlLy ln Lhe prlmary, secondary, LerLlary and quaLernary secLors,
urbanlzaLlon, and Lhe use of naLural resources" (ueparLmenL for LducaLlon, 2011, p. 164). SLudenLs aL
24
Lhls age compare and conLrasL reglons of Lhe uk wlLh Lhose of oLher naLlons Lo sLudy Lhe geographlcal
and envlronmenLal dlfferences and slmllarlLles. 1hls baslc background knowledge abouL oLher
conLlnenLs and counLrles lays a foundaLlon for a broader global educaLlon as sLudenLs maLure, and
beglns Lo culLlvaLe an undersLandlng of how dlfferences ln envlronmenL, resources, and economlcs
lnfluence dally llfe for Lhose ln oLher counLrles.
ln each key sLage, Lhe 8rlLlsh naLlonal Currlculum's PlsLory ob[ecLlves generally revolve around
Lhe knowledge of CreaL 8rlLaln's pasL. Powever, Lhere ls one noLlon ln Lhe overall alms of Lhls secLlon
LhaL sLudenLs could beneflL from as global learners. lL explalns LhaL sLudenLs should recognlze and
appreclaLe hlsLorlcal connecLlons all over Lhe world Lhrough ouLleLs such as culLure, pollLlcs,
economlcs, and rellglon (ueparLmenL for LducaLlon, 2011, p. 163). 1haL belng sald, global awareness ls
noL reflecLed under Lhe speclflc expecLaLlons wlLhln each key sLage. ln key sLages Lwo and Lhree,
anclenL clvlllzaLlons such as 8ome, Creece, and oLher Luropean counLrles are menLloned. Powever, lL
seems LhaL based on Lhe ouLllne llsLed ln Lhe 8nC on pages 167-171, sLudenLs wlll learn abouL Lhese
places and Llmes only ln relaLlon Lo how Lhey connecL wlLh Lhe hlsLory of CreaL 8rlLaln.
A secLlon dlsLlncL from PlsLory, ClLlzenshlp" (lnLroduced ln key SLage four of Lhe 8nC) alms Lo
Leach sysLems of governmenL ln and beyond Lhe uk, sysLems of flnance, and Lhe varlous ways ln whlch
a clLlzen can affecL or lmprove hls communlLy (ueparLmenL for LducaLlon, 2011, p.130-131). 1hls
secLlon lncludes Lhe lmporLance of Leachlng Lhe unlLed klngdom's relaLlons wlLh Lhe resL of Lurope,
Lhe CommonwealLh and Lhe wlder world," whlch glves 8rlLlsh sLudenLs perspecLlve on Lhelr
lnLernaLlonal ldenLlLy and lnslghL lnLo forelgn relaLlons. 1he emphasls on Leachlng abouL dlverse
naLlonal, reglonal, rellglous and eLhnlc ldenLlLles ln Lhe unlLed klngdom and Lhe need for muLual
respecL and undersLandlng" ls lnLended Lo fosLer a sense of culLural awareness ln sLudenLs, and
encourages a broader sLudy of Lhe orlglns of varlous rellglous or eLhnlc groups represenLed wlLhln Lhe
25
uk (ueparLmenL for LducaLlon, 2011, p. 130).
under Lhe headlng of Muslc, Lhe currlculum suggesLs LhaL sLudenLs aL key SLage Lwo should
appreclaLe and undersLand a wlde range of hlgh-quallLy llve and recorded muslc from dlfferenL
LradlLlons and from greaL muslclans and composers," and develop an undersLandlng of Lhe hlsLory of
muslc" (ueparLmenL for LducaLlon, 2011, p. 177). 1hls exposure Lo muslc from oLher culLures glves
sLudenLs lnslghL lnLo Lhe percepLlon of arL ouLslde of Lhe uk. 8ulldlng on Lhe appreclaLlon of varlous
muslcal sLrucLures from around Lhe world, sLudenLs ln key SLage Lhree begln Lo use Lhelr knowledge of
varlous dlsLlncL muslcal sLyles Lo compose Lhelr own pleces (ueparLmenL for LducaLlon, 2011, p.178).
1he opporLunlLy Lo learn abouL dlfferenL muslcal sLyles and LradlLlons expands sLudenL's culLural
knowledge and enrlches educaLlon ln Lhe arLs.
WlLhln Lhe core sub[ecL of Lngllsh, Lhe 8eadlng" secLlon lncludes one exLremely lmporLanL
expecLaLlon LhroughouL years 3-6 whlch--dependlng on how well lL ls uLlllzed ln schools--could have a
poslLlve lmpacL on learners' global compeLency. Speclflcally, under Lhe comprehenslon domaln,
sLudenLs are encouraged Lo lncrease Lhelr famlllarlLy wlLh a wlde range of books, lncludlng myLhs,
legends and LradlLlonal sLorles, modern flcLlon, flcLlon from our llLerary herlLage, and books from oLher
culLures and LradlLlons" (ueparLmenL for LducaLlon, 2011, p. 43). As learners become sLrong readers,
readlng a mulLlLude of Loplcs and genres poLenLlally ralses Lhelr awareness and even curloslLy abouL
Lhe world around Lhem.
8y year Lhree, sLudenLs are addlLlonally requlred Lo learn and advance ln a forelgn language of
Lhelr cholce. A generous varleLy of cholces are provlded lncludlng: lrench, Cerman, lLallan, Mandarln,
Spanlsh, LaLln, or AnclenL Creek (ueparLmenL for LducaLlon, 2011, p.173). 8eyond learnlng baslc
vocabulary, sLudenLs are expecLed Lo llsLen and conLrlbuLe Lo slmple conversaLlon ln a forelgn
language. 1hey are also exposed Lo sLorles, songs, poems, and rhymes. 1hese requlremenLs wlll allow
26
learners Lo sLarL Lo geL a Lrue feel for Lhe language Lhey are learnlng abouL, and even Lhe places ln
whlch lL ls or was spoken. 8y year slx and wlLhln Lhe resL of key sLage Lhree, sLudenLs bulld on Lhelr
knowledge by becomlng more proflclenL speakers and by readlng and analyzlng llLeraLure ln Lhelr
chosen language. 1hese experlences wlll hopefully encourage learners Lo Lravel Lo dlfferenL places ln
whlch Lhey can pracLlce whaL Lhey have learned.
1he 8nC also expresses a need for global educaLlon ln MaLhemaLlcs. ln Lhls sub[ecL, sLudenLs
are expecLed Lo learn abouL oLher sysLems of measuremenL ln addlLlon Lo Lhe meLrlc sysLem, whlch
promoLes global compeLence ln maLhemaLlcs ouLslde of Lhe uk. ln key SLage Lwo, Lhey are expecLed Lo
undersLand and use baslc equlvalences beLween meLrlc and common lmperlal unlLs and express Lhem
ln approxlmaLe Lerms" (ueparLmenL for LducaLlon, 2011, p. 84). 1he currlculum also suggesLs LhaL ln
Lhe followlng year, puplls could be lnLroduced Lo oLher compound unlLs for speed, such as mlles per
hour, and apply Lhelr knowledge ln sclence or oLher sub[ecLs as approprlaLe" (ueparLmenL for
LducaLlon, 2011, p. 91). knowledge of forelgn sysLems of measuremenL ls an lmporLanL aspecL of
global educaLlon because lL allows sLudenLs Lo develop skllls for a compeLlLlve lnLernaLlonal workforce,
or for general compeLence abroad.
uesplLe Lhe facL LhaL Lhe lmporLance of global educaLlon ls noL dlrecLly addressed ln Lhls
framework documenL, aspecLs of Leachlng for global compeLence and culLural awareness are
embedded ln mosL sub[ecL areas. 1hls may be due Lo growlng dlverslLy and Lhe wlde range of culLural
demographlcs represenLed ln Lhe uk, whlch lnsplre schools Lo respond Lo globallzaLlon. Many schools
ln Lhe uk are lnLroduclng a global dlmenslon or lnLernaLlonal elemenL Lo Lhelr own currlcula, supporLed
by organlzaLlons such as Lhe uevelopmenL LducaLlon AssoclaLlon, Cxfam, Lhe 8rlLlsh Councll
lnLernaLlonal School Award, and Lhe Clobal CaLeway (CenLre for LducaLlon 8esearch and ollcy, 2013,
p.1). WlLh Lhese changes ln mlnd, Lhe new ob[ecLlve of Lhe uk ueparLmenL for LducaLlon ls Lo prepare
27
young people for llfe ln a global socleLy and work ln a global economy" (CenLre for LducaLlon 8esearch
and ollcy, 2013, p.1).

Lducat|ng for G|oba| Competence: Mater|a|s & Support for 1eachers
As Lhe need for globallzaLlon wlLhln Lhe classroom galned recognlLlon ln recenL decades,
organlzaLlons solely dedlcaLed Lo Lhe promoLlon of global developmenL educaLlon began Lo form. Cne
of Lhe mosL promlnenL of Lhese organlzaLlons ln Lhe uk was, and conLlnues Lo be, 1hlnk Clobal,
formally known as Lhe uevelopmenL LducaLlon AssoclaLlon (uLA) (1hlnk Clobal, 2013). When Lhe uLA
was founded ln 1993, Lhe organlzaLlon lnlLlally sLrove Lo undersLand global lssues and how Lhe unlLed
klngdom could connecL wlLh Lhose lssues. 1oday, 1hlnk Clobal noL only analyzes lssues regardlng
globallzaLlon, buL also promoLes Lhe use of educaLlon Lo lead Lo a beLLer undersLandlng of Lhe wlder
world we llve ln" (1hlnk Clobal, 2013).
1he uLA carrles ouL Lhelr mlsslon of promoLlng educaLlon for a [usL and susLalnable world" by
promoLlng globallzaLlon sLudles and provldlng resources, such as lLs Clobal ulmenslon WebslLe, for
Leachers and sLudenLs allke. 1hrough Lhe webslLe, Leachers are dlrecLed Lo a daLabase ln whlch Lhey
can browse global lssue resources by sub[ecL, age range, and Loplc. Cnce a search ls narrowed down,
educaLors are offered resource packeLs LhaL allow sLudenLs Lo parLlclpaLe ln lessons LhaL promoLe
undersLandlng of and empaLhy for oLher culLures. lnformaLlon provlded by Lhe uLA sLaLes LhaL 1.3
mllllon sLudenLs have been LaughL uslng 1hlnk Clobal resources.
MosL research conducLed by Lhe uLA concludes LhaL a growlng number of Leachers ln Lhe uk do
noL belleve adequaLe global knowledge and skllls are currenLly belng LaughL ln schools (uevelopmenL
LducaLlon AssoclaLlon, 8rldglng Lhe Clobal Skllls Cap, p. 3). Accordlng Lo a 2007 sLudy conducLed by
lpsos MC8l, a leadlng markeL research company ln Lhe uk, sLudenLs beLween Lhe grade levels of year
28
seven and eleven sLaLed LhaL Lhe ma[orlLy of Lhelr knowledge of global lssues (lf any) sLemmed from
dlscusslng Lhe news and [Lhlnklng] abouL news sLorles from around Lhe world from dlfferenL polnLs of
vlew" (lpsos MC8l, 2008). AlLhough Lhe medla plays a valuable role ln educaLlon, Leachers musL
acLlvely seek and employ effecLlve pracLlces purposefully deslgned and proven Lo promoLe global
learnlng.
A reporL complled by 1hlnk Clobal sLaLes LhaL Lhe mosL effecLlve pracLlces for global learnlng
are hlghly conLexL-speclflc," meanlng LhaL some pracLlces may only work for one speclflc sub[ecL, age
group, or classroom. uesplLe Lhe facL some pracLlces cannoL be used school-wlde, lL ls helpful when Lhe
lnformaLlon ls sLlmulaLed" by mulLlple Leachers who may be experlenclng slmllar lssues (Pogg, 2010).
ln 2010, Leachers were asked ln a survey abouL whaL Lypes of supporLs Lhey LhoughL were most useful
when lmplemenLlng effecLlve pracLlces surroundlng global educaLlon, 36 sald Leachlng resources
(lesson plans), 19 supporL from senlor managemenL ln schools, 17 lnformaLlon abouL global lssues,
and 16 opporLunlLles for Lralnlng and conLlnulng professlonal developmenL (Pogg, 2010).
ln addlLlon Lo varlous currlculum maLerlals and supporL, many clLles ln Lhe unlLed klngdom
have developed lnlLlaLlves Lo promoLe global clLlzenshlp ln Lhelr schools. Cne alm of Lhe naLlonal
Currlculum ls Lo "conLrlbuLe Lo Lhe developmenL of puplls' sense of ldenLlLy Lhrough knowledge and
undersLandlng of Lhe splrlLual, moral, soclal and culLural herlLages of 8rlLaln's dlverse socleLy and of
Lhe local, naLlonal, Luropean, CommonwealLh and global dlmenslons of Lhelr llves" (ueparLmenL for
lnLernaLlonal uevelopmenL, 2003). 8y parLnerlng wlLh schools lnLernaLlonally, sLudenLs are able Lo
poLenLlally lncrease Lhelr global knowledge and communlcaLlon skllls. 1he ueparLmenL for
lnLernaLlonal uevelopmenL and 1he 8rlLlsh Councll have developed ln school programs and lnlLlaLlves
Lo lncrease and encourage global learnlng LhroughouL schools ln Lhe unlLed klngdom. 1he uk
ueparLmenL for lnLernaLlonal uevelopmenL ls worklng wlLh schools across Lhe globe Lo creaLe global
29
parLnershlps. 1he Clobal Schools arLnershlps (CS) program was deslgned Lo help sLudenLs and
Leachers become global clLlzens and learn abouL lnLernaLlonal lssues. 1hrough global parLnershlps,
sLudenLs and Leachers ln Lhe uk collaboraLe wlLh schools ln Afrlca, Asla, 1he Carlbbean and LaLln
Amerlca Lo reflecL upon and lnvesLlgaLe boLh Lhelr own and oLher culLures. 1he Clobal Schools
arLnershlp currlculum comes ln Lhree parLs, Clobal lssues, skllls and ouLlook. 1he CS encourages
schools Lo uLlllze Lhese Lhree aspecLs when worklng on Clobal pro[ecLs beLween schools (ueparLmenL
for lnLernaLlonal uevelopmenL, 2011).
1he ueparLmenL for lnLernaLlonal uevelopmenL also provldes educaLors wlLh resources Lhrough
Lhelr uevelopmenL LducaLlon CenLers (uLC). 1hese cenLers have a sLaff of experLs and provlde Leachers
wlLh supporL ln developlng global pro[ecLs. ln addlLlon, Lhe uLC holds a llbrary of resources, classroom
maLerlals and sLaff members and are avallable Lo help schools creaLe Lhelr own maLerlals (ueparLmenL
for lnLernaLlonal uevelopmenL, 2011).
Slmllarly, Lhe 8rlLlsh Councll has sLarLed Lhe ConnecLlng Classrooms lnlLlaLlve. 1hls lnlLlaLlve
connecLs classrooms ln Lhe unlLed klngdom Lo classrooms around Lhe world. 1he purpose of Lhls ls Lo
creaLe meanlngful cross culLural relaLlonshlps beLween sLudenLs and Leachers from oLher counLrles.
Any school wlLh sLudenLs age Lhree Lo elghLeen ls ellglble Lo apply for fundlng from Lhe 8rlLlsh Councll
and selecLed schools are glven 1,300 Lowards Lhelr efforL. Lach school musL send one Leacher
represenLaLlve as a vlslLor Lo Lhe oLher school Lo promoLe meanlngful communlcaLlon. 1he granL
money ls lnLended Lo fund Lhe vlslL (1he 8rlLlsh Councll, 2013). 1he 8rlLlsh Councll also provldes
Leachers wlLh professlonal developmenL and oLher resources. 1hrough Lhls professlonal developmenL
neLwork, Leachers are offered free onllne courses ln Clobal ClLlzenshlp and work Lo lnsplre each oLher
ln face-Lo-face workshops. As parL of Lhls lnlLlaLlve Lhe 8rlLlsh Councll also awards schools wlLh
lnLernaLlonal School awards (lSA). 1hese awards help Lo glve schools an lnLernaLlonal dlmenslon and
30
work wlLh Lhe exlsLlng currlculum. ln order Lo compleLe Lhe Lhree sLeps and recelve full lnLernaLlonal
accredlLaLlon, a school musL submlL a porLfollo LhaL dlsplays Lhe lmpacL of Lhelr lnLernaLlonal acLlvlLles
as well as Lhe school's dedlcaLlon Lo global learnlng (1he 8rlLlsh Councll, 2013). ln Lhe pasL Len years,
lSA has glven accredlLaLlon Lo over 3,000 schools across Lhe uk.

1eacher ercept|ons
1here ls ofLen a dlscrepancy beLween Lheory and reallLy as experlenced by pracLlclng classroom
Leachers. 1he Lask of lncludlng global learnlng lnLo Lhe classroom can appear daunLlng, buL ls cruclal
noneLheless. 1hls seems Lo be Lhe reallLy wldely held by Leachers ln classrooms around Lhe world. ln a
sLudy conducLed by Merry M. Merryfleld aL Chlo SLaLe unlverslLy, Leachers percepLlons on global
educaLlon ln schools wlLh varylng socloeconomlc sLaLuses ln Lhe unlLed SLaLes were examlned. 1he
Lheory LhaL was shared by mosL Leachers was LhaL sLudenLs need knowledge and appreclaLlon of
mulLlple perspecLlves, mulLlple reallLles, and confllcLlng vlewpolnLs on lssues, evenLs, and people under
sLudy," (Merryfleld, 1998, p. 330). AlLhough Lhe LacLlcs on how Lo achleve Lhls knowledge were varled,
Lhe Leachers appreclaLed Lhe lmporLance of global educaLlon. 1he same was found ln a sLudy by ParrleL
Marshall, from 8aLh unlverslLy ln Lngland, ln whlch she observed Lhe rlse of governmenL produced
documenLs asslsLlng ln Lhe Leachlng of global educaLlon. ..around 3300 coples of Lhe nCC-
produced...documenL developlng Lhe global dlmenslon ln Lhe school currlculum...were dlsLrlbuLed
beLween SepLember 2000 and March 2003. When lL was updaLed and relaunched ln March 2003 abouL
Lhe same number were requesLed and dlsLrlbuLed ln Lhe flrsL slx monLhs alone," (Marshall, 2007, p.
339). 1he rlse ln demand for Lhese documenLs proves Lhe lmporLance Leachers, and schools, place on
global educaLlon and Lhe need for resources Lo Leach lL.
ln splLe of, or posslbly because of, Lhe recognlzed lmporLance of global educaLlon, educaLors
31
sLlll feel anxleLy abouL addlng a global componenL lnLo Lhelr classrooms. ln Lhe llLeraLure regardlng
Leacher percepLlons on globallzaLlon, one ma[or concern found by Leachers was how Lo flL a global
aspecL lnLo Lhe pre-exlsLlng currlculum. As Merryfleld sLaLes ln her sLudy, AlLhough Lhere has been
conslderable rheLorlc abouL Lhe need for global educaLlon, llLLle aLLenLlon has been pald Lo how
Leachers are acLually Leachlng abouL Lhe world, lLs peoples, and global lssues," (Merryfleld, 1998, p.
343). As she noLes, Lhe Lerm global educaLlon" ls vague. Many school sysLems and educaLors are
unsure of how Lo lncorporaLe lL lnLo Lhelr currlculum slnce Lhere ls no clearly deflned meLhod of
Leachlng sLudenLs how Lo become global clLlzens. Marshall found ln her sLudy LhaL, Lhe lack of clarlLy
abouL whaL Lhls means pedagoglcally has meanL LhaL schools ofLen develop Lhelr own global educaLlon
currlculum lndependenLly" (Marshall, 2007, p. 363). Marshall conLlnues Lo Lhe classroom level and
recognlzes LhaL Lhls lack of clear lnsLrucLlon has a large lmpacL on Lhe anxleLy of classroom Leachers
regardlng Lhe lncluslon of a global componenL lnLo Lhelr currlculum. ln an lnLervlew, a classroom
Leacher expresses exacLly LhaL concern. 'l'm noL sure Lhere would be agreemenL abouL Lhe dellvery of
clLlzenshlp or global educaLlon, lL causes headaches. uo you Leach lL as lLs own dlscreLe sub[ecL or do
you lnLegraLe lL? lf someone sald, 'rlghL you've goL Lo flL Lhls lnLo your currlculum now', l'd be
scraLchlng my head saylng well 'l can'L flL lL ln,'"(Marshall, 2007, p. 364). 1he dellvery of global
educaLlon ls someLhlng LhaL hasn'L been agreed on yeL, and as such, leaves Leachers confused on how
Lo correcLly lncorporaLe lL.
AnoLher consLralnL placed on Leachers ls Lhe presence of sLandardlzed LesLlng. ln a classroom
LhaL has Lhe pressure of Leachlng Lo a LesL, lL ls dlfflculL Lo flnd a place for global educaLlon. ln a sLudy
LhaL was based ouL of Lhe nanyang 1echnologlcal unlverslLy ln Slngapore, Mark C. 8alldon's sLudy
examlnes Lhe anxleLles LhaL Leachers have, by Lrylng Lo flnd a balance beLween LesLlng and Leachlng
global compeLency. Pe recognlzed LhaL Leachers have Lhe pressure of, ...coverlng Lhe currlculum and
32
Leachlng Lo Lhe LesL whlle recognlzlng LhaL deep, susLalned learnlng and Lhe developmenL of capaclLles
necessary for crlLlcal Lhlnklng and lnnovaLlon requlres cerLaln commlLmenLs ln Lerms of Llme, resources
and supporL," (8alldon, 2009, p. 419).
1he Marshall sLudy, based ln Lngland, lncluded dlscusslons wlLh Leachers who expressed ldeas
abouL how exacLly Lo ouLllne meLhods for Leachlng Lhe global perspecLlve. 1he ldeas were progresslve,
as Lhe sLudy lnvolved sLudenLs and Leachers 'slL[Llng] down and chaL[Llng] abouL why Lhls sLuff ls
lmporLanL and how besL Lo learn abouL lL,' (Marshall, 2007, p. 370). ln Lhls chaL, a Leacher emphaslzed
Lhe lmporLance of comlng Lo a concluslon LhaL was malnLalned by Lhe whole school. ldeally you'd
have Lo sLrlke a careful balance beLween empowerlng and malnLalnlng some sorL of conLrol . my ldeal
ls for Lhe whole school Lo be lnvolved, whole years wlLh no-one excluded," (Marshall, 2007, p. 369).
1hese Leachers worked Lowards creaLlng a currlculum along wlLh Lhelr sLudenLs LhaL would besL expose
Lhose sLudenLs Lo dlfferenL culLures, ldeas, and perspecLlves.
Cne approach Lo lncludlng global educaLlon ls Lo reexamlne Lhe focus of Lhe classroom, whlch
was done ln Lhe uS-based Merryfleld sLudy. 1eachers reexamlned Lhe focus of Lhelr currlculum by
bulldlng lL around a global focus lnsLead of bulldlng lL lnLo lL afLer Lhe facL. 1hls sLudy worked Loward
ldenLlfylng globally compeLenL Leachers and sLudylng Lhelr meLhods. Cne meLhod Lhe researchers
found was, lnsLead of addlng a global componenL Lo a lesson or unlL as Lhe less experlenced Leachers
dld, Lhese Leachers began wlLh global conLenL and organlzed Lhelr unlL around a global focus,"
(Merryfleld, 1998, p. 366). AnoLher approach was Lo base lnsLrucLlon on sLudenL lnLeresL.
1helr cholces of Loplcs Lo lnclude or exclude, amounL of Llme allocaLed Lo unlLs and lessons, and
Lhelr cholces of lnsLrucLlonal meLhods were lnfluenced by whaL Leachers percelved as currlcular
connecLlons Lo Lhelr sLudenLs' llves, lnLeresLs and knowledge....1he world ls LaughL abouL as
lnLerconnecLed and lnLerdependenL wlLh aLLenLlon Lo Lhe developmenL of a perspecLlve
33
Lhrough whlch sLudenLs can see Lhelr place ln Lhe world, and Lhelr world as connecLed Lo many
people, pasL and presenL, (Merryfleld, 1998, p. 363-366).
Cf course, Lhere are Lechnlques Lo avold. Cne Leacher, ln Lhe Marshall sLudy, emphaslzed Lhe
lmporLance of noL bellLLllng oLher culLures whlle Leachlng Lhem. 1here ls Lhls Lendency Lo Leach global
lssues ln a sorL of clLlzenshlp sorL of way so lL comes Louchy feely, lL becomes role-play...ln Lhe end
you're lnsulLlng culLures LhaL can have and ofLen do have very sophlsLlcaLed lnLellecLual LradlLlons LhaL
slmply aren'L llke ours. ?ou know lL's drlvel, Lhe noLlon of 'leL's all puL LogeLher an Afrlcan Lrlbal dance
ln our drama lesson', Lhere's no leglLlmacy ln LhaL," (Marshall, 2007, p. 363-364). 1he Leachers ln Lhe
sLudles made lL clear LhaL ln order for global educaLlon Lo be effecLlve, lL needs Lo be auLhenLlc.

Methodo|ogy

kesearch uest|ons

1. Pow ls Lhe concepL of global compeLence reflecLed ln Lhe 8rlLlsh naLlonal Currlculum?
2. Pow do Leachers percelve educaLlon for global compeLence?
3. uo Leachers percelve Lhe resources and maLerlals avallable as effecLlvely faclllLaLlng global
compeLence?
4. ln whaL ways do Leachers faclllLaLe Lhe developmenL of global compeLence?
Survey Instrument
ln our llLeraLure revlew, we deflned global compeLence as: one's ablllLy Lo effecLlvely adapL Lo
and communlcaLe across culLural dlfferences as a resulL of engagemenL ln purposeful lnLerculLural
relaLlons wlLh a sLrong sense of culLural awareness of one's self and oLhers. ln order Lo creaLe a survey
34
LhaL documenLed Leacher percepLlons of global compeLence, we dlvlded Lhe deflnlLlon lnLo Lhree
essenLlal elemenLs:
1. AdapLlng Lo and communlcaLlng across culLural dlfferences
2. urposeful lnLerculLural relaLlons
3. CulLural awareness of one's self and oLhers
Cur survey, LargeLlng Leacher percepLlons relaLed Lo Lhese Lhree elemenLs, was deslgned Lo
answer Lwo of Lhe four research quesLlons:
1. uo Leachers percelve Lhe resources and maLerlals avallable as effecLlvely faclllLaLlng
global compeLence?
2. Pow do Leachers percelve educaLlon for global compeLence?
1he survey dlsLrlbuLed Lo Leachers lncludes fourLeen LlkerL and Lhree open ended lLems on
Leachers' percepLlons of global educaLlon, and Lwelve LlkerL and Lwo open ended lLems on resources
and maLerlals relaLed Lo global educaLlon. ln order Lo ensure rellablllLy wlLhln our survey, mulLlple
quesLlons were wrlLLen Lo LargeL Lhe same elemenL. 1he survey was also senL Lo an experL ln Lhe fleld
aL Lhe unlverslLy of ConnecLlcuL and was plloLed Lo four London Leachers Lo ensure face valldlLy and
mlnlmlze lnLerculLural mlsundersLandlngs.
1he survey was dlsLrlbuLed ln accordance wlLh Lhe lndlvldual school pollcles of each of Lhe four
schools wlLh aLLempLs for unlform dlsLrlbuLlon as well as a hlgh reLurn raLe. AL School A, surveys were
dlsLrlbuLed durlng a sLaff meeLlng and were reLurned Lo a box ln Lhe sLaff room wlLhln one week. AL
School C, an announcemenL was made and surveys were placed ln mallboxes Lo be reLurned ln person.
AL School u, surveys were dlsLrlbuLed aL Lhe beglnnlng of a sLaff meeLlng and collecLed aL Lhe end. Any
Leachers who requlred more Llme Lo compleLe Lhe survey were asked Lo reLurn Lhe survey Lo Lhe
35
uConn folder ln Lhe Currlculum SupporL room. AL School 8, an explanaLory noLe was posLed ln Lhe sLaff
room and surveys were dlsLrlbuLed Lo Leachers' plgeon holes. 1eachers were asked Lo reLurn
compleLed surveys Lo a box also locaLed ln Lhe sLaff room. All surveys were collecLed ln a manner
whlch ensured anonymlLy.
ln order Lo analyze Lhe daLa quanLlLaLlvely, we asslgned a value for Lhe response Lo each
quesLlon. lor LlkerL quesLlons ln secLlon A, ercelvlng Clobal LducaLlon, a score of 1 was asslgned Lo
SLrongly ulsagree, 2 ulsagree, 3 neuLral, 4 Agree, 3 SLrongly Agree. lor LlkerL quesLlons ln secLlon 8,
8esources and MaLerlals for Clobal 1hlnklng, a score of 1 was asslgned Lo never, 2 8arely, 3
SomeLlmes, 4 CfLen, 3 Always. A quallLaLlve codlng sysLem was also lmplemenLed for Lhe open
response secLlon (See appendlx A). ln order Lo ensure lnLer-raLer valldlLy, we chose Lhree researchers
Lo code every response. 1he Lhree coders Lhen compared code selecLlons and made sure LhaL
agreemenL was reached when codes dld noL maLch.

Iocus Group
We developed a focus group proLocol Lo address Lhe fourLh research quesLlon: ln whaL ways do
Leachers faclllLaLe Lhe developmenL of global compeLencles? 1he flrsL seven quesLlons of Lhe proLocol
were creaLed based on Lhe Lhree maln componenLs of Lhe deflnlLlon of global compeLency as ouLllned
ln Lhe llLeraLure revlew. 1hls deflnlLlon sLaLes LhaL sLudenLs who exhlblL global compeLency can (a)
effecLlvely communlcaLe across culLural dlfferences, (b) engage purposefully ln lnLerculLural relaLlons,
and (c) demonsLraLe culLural awareness. 1he flnal Lwo quesLlons were used Lo conclude Lhe lnLervlew,
and lnLended Lo provlde parLlclpanLs an opporLunlLy Lo dlscuss any Loplcs LhaL wenL unaddressed by
quesLlons one Lhrough seven. 8elow ls Lhe focus group proLocol used ln Lhe lnLervlews, llgure 2:

36
Sem|-structured Iocus Group rotoco| for Lducator ract|ces for the Iac|||tat|on of G|oba|
Competence |n 8r|t|sh Schoo|s:

Introductory uest|ons:
Pow long have you been Leachlng?
Pave you ever LaughL ouLslde of Lhe uk?
WhaL has your experlence been wlLh global educaLlon?


Iurther uest|ons:
1. uo you have a sense of wheLher your sLudenLs know Lhemselves culLurally?
2. Pow do you Leach your sLudenLs Lo become aware of Lhelr own culLure?
3. Pow do you promoLe cross-culLural communlcaLlon ln your classroom?
3a. uo you flnd Lhere Lo be any challenges ln encouraglng cross-culLural communlcaLlon?
4. Pow do you encourage your sLudenLs Lo galn a more meanlngful undersLandlng of a glven culLure?
S. Pow do you engage your sLudenLs ln real-world culLural experlence?
6. Pow do you measure Lhe developmenL of global compeLence ln your sLudenLs?
7. Pow do you develop open-mlndedness and empaLhy ln your sLudenLs?
8. Are Lhere any oLher effecLlve means for Leachlng global compeLence LhaL we haven'L dlscussed
Loday?
9. now LhaL we've Lalked abouL culLure and Leachlng culLure, are Lhere any quesLlons LhaL you Lhlnk l
should have asked or anyLhlng else LhaL you would llke Lo share abouL Lhe Loplc LhaL l may have
mlssed?

lndlvldual focus group quesLlons were creaLed Lo correspond Lo each aspecL of Lhe deflnlLlon.
CuesLlon Lhree was deslgned Lo address how Leachers faclllLaLe effecLlve communlcaLlon, and
quesLlons four Lhrough slx ellclLed lnformaLlon abouL sLudenLs' purposeful engagemenL ln lnLerculLural
relaLlons. CuesLlons one, Lwo, and seven were deslgned Lo glve lnslghL lnLo how Leachers promoLed
culLural awareness. We organlzed Lhese quesLlons ln a manner LhaL would promoLe a conversaLlonal
dlscusslon. 1o mlnlmlze blas, we selecLed a panel of 8rlLlsh educaLors Lo revlew Lhese quesLlons and
provlde feedback. Changes were made Lo Lhe lnLervlew proLocol before meeLlng wlLh Lhe focus groups.
8esearchers aL each of Lhe four schools selecLed beLween Lwo and slx Leachers Lo parLlclpaLe ln
one group lnLervlew per school. arLlclpanLs were selecLed based on submlsslon of a slgned deLachable
form followlng Lhe survey LhaL lndlcaLed wllllngness Lo parLlclpaLe ln a focus group lnLervlew (see
Appendlx A). Seml-sLrucLured lnLervlews were conducLed aL all parLlclpaLlng schools. Lach lnLervlew
37
was conducLed by Lwo researchers, one was responslble for conveylng Lhe quesLlons and faclllLaLlng
conversaLlon, and Lhe oLher was responslble for monlLorlng Lhe recordlng devlce and Llmekeeplng.
A copy of Lhe focus group proLocol wlLh all Lhe quesLlons Lhe lnLervlewers lnLended Lo ask and
relevanL deflnlLlons was provlded Lo Lhe parLlclpanLs upon enLry Lo Lhe focus group lnLervlew.
arLlclpanLs were assured prlor Lo Lhelr lnLervlews LhaL Lhelr names and survey answers would noL be
llnked Lo Lhe lnLervlew, as well as belng noLlfled LhaL Lhelr commenLs were belng recorded. 1here were
no lncenLlves glven Lo parLlclpanLs ln Lhe focus group process. lnLervlews were audlo recorded and
Lhen Lranscrlbed, wlLh parLlclpanL names belng replaced wlLh ldenLlflcaLlon numbers. 1he duraLlon of
each lnLervlew was approxlmaLely LhlrLy mlnuLes.
1he LranscrlpLs were Lhen analyzed uslng a quallLaLlve codlng meLhod ouLllned ln Appendlx 8 ln
order Lo ensure lnLer-raLer rellablllLy, each focus group was coded lndependenLly by Lhree researchers
who Lhen collaboraLed Lo deLermlne Lhe flnal codes for each LranscrlpL.

Lesson Cbservat|on
1he lesson observaLlon rubrlc serves Lo relaLe Lhe survey resulLs Lo currenL classroom pracLlces.
We separaLed our rubrlc lnLo Lhe Lhree deflnable secLors of global compeLence: communlcaLlon,
engagemenL ln lnLerculLural relaLlons, and culLural awareness. AfLer researchlng exlsLlng
meLhodologles of global educaLlon, we focused on up Lo flve observable sLandards for each rubrlc
secLlon. ln addlLlon, we creaLed one maln guldlng quesLlon for each secLlon Lo ensure conslsLency
across sLandards and lesson observers. We used a numerlcal scale ln order Lo caLegorlze and compare
lessons quanLlLaLlvely. Cur scale ranged from zero Lo Lwo. lf a Leacher dld noL exhlblL any examples of a
speclflc sLandard wlLhln Lhe lesson, he/she recelved a score of zero. lf a Leacher exhlblLed one example
of a speclflc sLandard, he/she recelved a score of one. lf a Leacher exhlblLed Lwo or more examples of a
38
speclflc sLandard, he/she recelved a score of Lwo. 1he numerlc scale proved adequaLe wlLh Lhe
lncluded commenLary secLlon Lo capLure Lhe essence and alms of Lhe lesson. A panel of 8rlLlsh
educaLors revlewed Lhe lnlLlal observaLlon rubrlc Lo mlnlmlze any poLenLlal cross-culLural blases and
provlde consLrucLlve feedback. We Lhen lncorporaLed Lhe feedback Lo creaLe Lhe flnal observaLlon
rubrlc, whlch ls shown ln Appendlx C. 1o LesL valldlLy and rellablllLy, we selecLed a panel of 8rlLlsh
educaLors Lo revlew Lhe lesson observaLlon and provlde feedback. Changes were made Lo Lhe lesson
observaLlon rubrlc before Lhe formal lesson observaLlons were conducLed.
ln carrylng ouL Lhe observaLlons, Lwo researchers observed a slngle Leacher, who was
recommended by school sLaff for Lhelr skllls ln Leachlng for global compeLence. AfLerwards, we
conducLed a debrleflng wlLh Lhe observed Leacher regardlng Lhe lesson. 1wo Leachers were observed
from each school. 1hree lessons were observed per Leacher Lo creaLe mulLlple opporLunlLles Lo see
Leachlng Loward global compeLence ln pracLlce. 1he LoLal number of lessons observed was sevenLeen.
1he Lwo researchers lndlvldually recorded noLes and scores. lollowlng Lhe lesson, we collaboraLed Lo
creaLe a flnal assessmenL of each lesson. 1o resolve any dlsparlLles, we revlewed Lhelr lesson noLes and
arrlved aL furLher concluslons Lhrough consensus.

Schoo| Demograph|cs
School A College ls an average slzed secondary school ln an ouLer London borough communlLy.
1hls college has a culLurally and soclally dlverse sLudenL body. AlmosL all sLudenLs are of a mlnorlLy
eLhnlc herlLage. 1wo-Lhlrds of Lhe sLudenL body speak Lngllsh as an addlLlonal language and are ln Lhe
early sLages of learnlng Lo speak Lngllsh whlle aLLendlng college (u.S. grades 11 & 12). 1he sLudenLs'
ellglblllLy for free school meals are above Lhe naLlonal average ln Lhe uk.
School 8 ls a prlmary school locaLed ln an area ouLslde of cenLral London. School 8 has
39
approxlmaLely 420 sLudenLs, ranglng beLween Lhree and eleven years of age. 1he ma[orlLy of sLudenLs
are of Aslan descenL and more Lhan half of Lhe sLudenLs speak Lngllsh as a second language.
School u College ls a larger Lhan average secondary school locaLed ln Lhe borough of Camden,
London. AL Lhls school, Lhere ls a wlde range of culLural, eLhnlc, socloeconomlc, and rellglous
backgrounds. 1he populaLlon of sLudenLs LhaL speak Lngllsh as Lhelr addlLlonal language ls hlgher Lhan
naLlonal average. 1he number of sLudenLs wlLh speclal needs ls also above naLlonal average.
School C School ls locaLed nexL Lo Lhe grounds of a medlcal cllnlc. lL serves sLudenLs from
LhlrLeen Lo elghLeen years of age. 1he school ls a pupll referral unlL, where sLudenLs are elLher cllnlcal
paLlenLs or day sLudenLs wlLh menLal healLh challenges. School C can enroll up Lo 23 sLudenLs, buL Lhey
Lyplcally see over 100 ln a year wlLh a hlgh Lurnover raLe. Clrls ouL-number boys by almosL Lhree Lo
one, and Lhe ma[orlLy of sLudenLs are of Caucaslan descenL.
kesu|ts
Pere are Lhe key flndlngs from our sLudy organlzed by meLhodology:

Survey kesu|ts
llkett Ooestloos.
Clalm 1: 1eachers scored more favorably ln Lhelr percepLlons of global educaLlon Lhan ln Lhelr
assessmenL of resources Lo faclllLaLe global educaLlon.
llqote J. letceptloos of Clobol Jocotloo Avetoqes. Avetoqe 5cote. 4.21
40

llqote 4. letceptloos of Clobol Jocotloo kesootces Avetoqes. Avetoqe 5cote J.50


Clalm 2: 1eachers scored hlgher for quesLlons asklng lf global compeLence characLerlsLlcs are
lmporLanL" (LlkerL CuesLlons 3, 7, 8, and 14 ln arL A) as opposed Lo quesLlons asklng lf developlng
Lhese global compeLence characLerlsLlcs ls Lhe role of Lhe school (LlkerL CuesLlons 1, 2, 9, and 12 ln
arL A). AddlLlonally, Leachers scored hlgher for quesLlons asklng lf global compeLence characLerlsLlcs
are lmporLanL" (LlkerL CuesLlons 3, 7, 8, and 14 ln arL A) buL dld noL score hlghly when asked lf Lhey
LhoughL sLudenLs demonsLraLe Lhese global compeLence characLerlsLlcs (LlkerL CuesLlons 4, 3, 10, and
11 ln arL A).
llqote 5. ltepoeocy of kespooses 8y Ooestloo. letceptloos of Clobol Jocotloo
41


Clalm 3: MaLhs and Sclence Leachers on average had Lhe leasL poslLlve vlew of educaLlon for global
compeLence (LlkerL CuesLlons 3, 7, 8, and 14 ln arL A). 1hey also generally LhoughL Lhe resources and
maLerlals Lhey recelve and creaLe are less effecLlve aL faclllLaLlng global Lhlnklng Lhan resources and
maLerlals ln oLher dlsclpllnes.

llqote 6. letceptloos of Clobol Jocotloo 8y 5object


42
llgure 7. ercepLlons of Clobal LducaLlon 8esources 8y Sub[ecL. Average arL 8 MaLh and Sclence:
2.78. Average for all oLher sub[ecLs: 3.63.

Cpen Lnded CuesLlons:
Ooestloo A1. lleose offet o teosoo of wby yoo mlqbt feel lt ls lmpottoot fot stoJeots to be
oJoptoble ooJ commoolcote octoss coltotes.
1he ma[orlLy of respondenLs answered wlLh ldeas relaLlng Lo real world lmpllcaLlons for
sLudenLs or empaLhy/undersLandlng for dlfferenL culLures. CLher answers, alLhough less frequenL,
Lalked abouL promoLlng peace and dlverslLy.
Ooestloo A2. lleose stote oo lllosttotlve exomple lo wblcb yoot stoJeots ote eoqoqeJ lo
lotetcoltotol octlvltles lo scbool.
1he ma[orlLy of respondenLs provlded examples of ln-school assemblles and ln-class acLlvlLles
LhaL engage sLudenLs ln lnLerculLural acLlvlLles. CLher common answers lncluded exposure Lo culLural
arLs and 8lack PlsLory MonLh relaLed acLlvlLles as ways Lo engage sLudenLs lnLerculLurally. 8esponses
relaLed Lo engaglng sLudenLs ln dlscusslons wlLh Lhelr peers were glven falrly conslsLenLly as well. noLe:
lL was 8lack PlsLory MonLh ln Lhe uk when Lhe surveys were compleLed, whlch could have affecLed Lhe
43
responses.
Ooestloo AJ. lleose cooslJet yoot tespoose ftom tbe ptevloos poestloo. lf oppllcoble, pleose
Jesctlbe lo wbot woys tbe octlvlty(s) fostets coltotol owoteoess wltblo stoJeots.
Many respondenLs felL LhaL acLlvlLles whlch lnvolve exposure Lo dlfferenL culLures (lncludlng
exposure Lo culLural arLs) are an effecLlve way Lo fosLer culLural awareness wlLhln sLudenLs. Slmllarly,
Leachers responded LhaL Lhey Lhlnk engagemenL wlLh peers of dlfferenL culLural backgrounds ls
anoLher way Lo fosLer culLural awareness. AddlLlonally, a number of Leachers also responded LhaL
acLlvlLles whlch lmparL Lo sLudenLs knowledge of a culLure dlfferenL from Lhelr own ls an effecLlve way
of achlevlng Lhls same goal. Many Leachers also responded LhaL acLlvlLles whlch fosLer culLural
awareness can promoLe undersLandlng and encourage sLudenLs Lo empaLhlze wlLh oLhers of dlfferenL
backgrounds noLe: exposure many noL lmply depLh of undersLandlng.
Ooestloo 81. lleose llst ooy tesootces, ptovlJeJ by yoot scbool, tbot yoo belleve effectlvely
focllltote qlobol tblokloq (exomples. textbooks, wotksbeets, moltlmeJlo tesootces, etc.).
1he mosL prevalenL response for school-provlded resources Lo faclllLaLe global Lhlnklng were
LexLbooks and mulLlmedla/lnLerneL resources. Many respondenLs also sLaLed LhaL school provlded
worksheeLs and ln class acLlvlLles help Lo faclllLaLe global Lhlnklng. A small amounL of Leachers
responded saylng LhaL Lhelr schools dld noL provlde Lhem wlLh any resources for global Lhlnklng.
Ooestloo 82. lleose llst ooy tesootces yoo bove sooqbt oot ot cteoteJ oo yoot owo tbot yoo
belleve effectlvely focllltote qlobol tblokloq.
1he mosL common response for self-provlded resources were ln-class acLlvlLles LhaL Lhe Leacher
creaLed. Powever, an almosL equal number of respondenLs elLher falled Lo provlde any resources Lhey
seek ouL on Lhelr own, or llsLed LhaL Lhey do noL seek ouL Lhelr own resources Lo faclllLaLe global
Lhlnklng.
44
Iocus Group kesu|ts
Instances of: School 8 School u School A School C 1oLal
CulLural Awareness 11 6 10 3 30
1eachlng for CulLure 4 6 11 3 24
Cross-CulLural CommunlcaLlon 3 6 7 4 22
8eal-World CulLural Lxperlences 3 10 4 0 17
1eacher 1ralnlng 0 3 1 1 7
CulLural ldenLlLy 3 4 2 13 24
School uemographlcs 1 3 3 0 9
School ollcy/LnvlronmenL 4 8 9 3 26
lnsLrucLlonal ueclslons 2 8 7 3 20
lnLernaLlonal Lxperlence 1 3 1 4 9
I|gure 8: Irequency of codes extracted from focus group |nterv|ews.
A Lheme whlch emerged across Lhe lnLervlews from all schools was LhaL Leachers expressed a
bellef LhaL Lhelr sLudenLs have an awareness of Lhelr own culLure as well as Lhose of Lhelr peers.
arLlclpanL 2 (School 8) sald, 1hey're very aware of each oLhers' needs and rellglous dlfferences,"
whlle arLlclpanL 1 (School u) sald, l Lhlnk very sLrongly LhaL Lhey do know where Lhey've come from."
1hls bellef ln Lhe sLudenLs' culLural awareness was repeaLedly expressed across all four schools. When
asked lf Lhey LhoughL LhaL Lhelr sLudenLs have a sense of Lhelr own ldenLlLy, arLlclpanL 3 (School C)
sald, very much so. lL's someLhlng LhaL's celebraLed from Lhe momenL Lhey arrlve."
AnoLher Lrend seen ln Lhe lnLervlews was dlscusslon of Lhe lmporLance of culLural ldenLlLy.
arLlclpanL 3 (School C) expressed, We've goL group sesslons ln LLhlcs where we acLually dlscuss
culLural ldenLlLy. Cr how LhaL comes lnLo every aspecL of every conLemporary lssue or conLroverslal
45
lssue." arLlclpanL 3 (School C) wenL on Lo explaln ways Lhey measure culLural ldenLlLy by saylng, lf a
word lsn'L accepLed ln Lhelr language and Lhen maybe laLer on Lhey use LhaL ln Lhelr wrlLlng, lL acLually
geLs added onLo Lhelr culLural ldenLlLy."
1eachers also expressed Lhe bellef LhaL schools beneflL from havlng a varleLy of culLures
represenLed ln Lhe sLudenL populaLlon, whlch ls seen as a dlrecL consequence of llvlng and schoollng ln
London. arLlclpanL 4 (School u) suggesLed, School u ls almosL harmonlous by defaulL. 8y Lhe facL LhaL
lL ls so mulLlculLural and so mulLleLhnlc." arLlclpanL 1 (School A) suggesLed, lf [sLudenLs] are havlng
any klnd of conversaLlon wlLh Lhe person slLLlng nexL Lo Lhem, Lhen nlne Llmes ouL of Len lL ls golng Lo
be cross-culLurally." 1eachers found Lhls lnherenL dlverslLy Lo be exLremely helpful when encouraglng
Lhelr sLudenLs Lo be globally compeLenL.
We also found LhaL school pollcy encouraglng global compeLence ls evldenL ln all schools, parLly
due Lo Lhe pollcles of Lhe naLlonal school lnspecLlon body (1he Cfflce for SLandards ln LducaLlon,
referred Lo as CfsLed"). arLlclpanL 1 (School A) asserLed, lL's [usL someLhlng LhaL CfsLed has Lhrown
ln Lhere for us LhaL ls parL of Lhe framework. So schools are really hoL on culLural dlverslLy and culLural
awareness and promoLlng lL ln cross-culLural ways." Powever, we also found evldence of pollcles aL
Lhe lndlvldual school level LhaL encourage global compeLence. arLlclpanL 1 (School u) sald, 1he news
ls always lnLernaLlonal durlng LuLor groups. 1hey're seelng sLuff from all over Lhe world, and Lhey have
Lo engage wlLh dlfferenL culLures."
Many parLlclpanLs provlded examples of expllclLly Leachlng for culLure from Lhelr own
classrooms or Lhose of colleagues. arLlclpanL 1 (School 8) sald, Someone organlzes languages of Lhe
monLh, and we celebraLe every fesLlval." arLlclpanL 2 (School A) dlsclosed, we glve poems from
dlfferenL culLures, and we allow Lhe chlldren Lo reflecL Lhelr culLures ln Lhelr homework," whlle
arLlclpanL 4 (School u) commended a colleague who, does a good [ob on MaLhs. Pe works ln
46
LgypLlan perspecLlves and Lhe Chlnese and all sorLs of groups." CLher Leachers express Lhe urge Lo glve
sLudenLs more flrsL hand culLural experlence. arLlclpanL 1 (School u) sald, l would llke Lo glve Lhe
sLudenLs more of an opporLunlLy Lo go Lo places and dlscover a dlfferenL culLure. 1haL's whaL l've been
Lrylng Lo do." arLlclpanL 1 (School A) expressed a bellef LhaL, lL's always good Lo geL ouL of Lhe
classroom. lL's Lhe besL way of [Leachlng culLure] lf you can spend an hour somewhere else. 1he
problem ls money, Llme, and resources."
As reflecLed ln llgure 8, nlne ouL of Lhe flfLeen Leachers we lnLervlewed have had personal
experlence elLher llvlng, Leachlng, or belng educaLed ln a counLry ouLslde of Lhe uk.
AfLer looklng aL Lhe lnLervlew resulLs, we dlscovered LhaL Lhe Loplc of Leacher Lralnlng was
rarely dlscussed. When asked abouL ways Lo lnLegraLe global and culLural educaLlon, arLlclpanL 4
(School u) sald, l've never had any speclflc Lralnlng on LhaL." LaLer ln Lhe dlscusslon, arLlclpanL 3
(School u) suggesLed LhaL glvlng Leachers more lnformaLlon [abouL culLural groups] would be good
Lhough. Llke l know personally LhaL l would llke Lo know more abouL speclflc groups." arLlclpanL 2
(School A) dlscussed Lhe lack of dlverslLy-relaLed Lralnlng and lamenLed, l dld expecL culLural dlverslLy,
buL l dldn'L expecL LhaL lL would mean LhaL l would have Lo adapL my Leachlng accordlngly."

Lesson Cbservat|on
Whlle lnLerpreLlng Lhe daLa for Lhe lesson observaLlons, we focused on Lwo parLlcular facLors.
1he flrsL was Lhe scale daLa LhaL we recorded, whlch referred Lo a score of 0, 1, and 2. 1he second was
Lhe codlng process, ln whlch we labeled Lhe Lranscrlbed lessons ln order Lo provlde a more accuraLe
number of Lhe frequency ln whlch a cerLaln aspecL was shown ln Lhe classroom.
uurlng Lhe lesson observaLlons, clear paLLerns emerged demonsLraLlng Lhe aspecLs of global
educaLlon Leachers frequenLly faclllLaLe. MosL of Lhese aspecLs were caLegorlzed under Lhe
47
communlcaLlon secLlon. Cne of Lhese aspecLs ls fosLerlng an envlronmenL ln whlch sLudenLs and
Leachers have expllclL dlscusslons abouL culLure. We found LhaL culLural dlscusslon occurred 42 Llmes
over Lhe 17 lessons LhaL we observed. AnoLher aspecL of global educaLlon LhaL occurred frequenLly was
creaLlng an envlronmenL ln whlch Lhe dlscusslon was boLh empaLheLlc and respecLful. CuL of Lhe 17
lessons, 16 lessons encouraged sLudenLs aL leasL Lwo Llmes Lo speak ln a respecLful manner. 1he oLher
lesson encouraged sLudenLs once Lo remaln respecLful. 1hls caLegory had Lhe hlghesL raLe of
occurrence.
Colng along wlLh respecLful classrooms, a hlgh amounL of classrooms worked Lo fosLer
envlronmenLs where dlverslLy ls accepLed. 12 ouL of 17 observaLlons saw Lhls expllclLly happen aL leasL
Lwo Llmes.
AnoLher componenL Lo global educaLlon ln whlch we observed hlgh Leacher compeLence was
engaglng ln lnLerculLural relaLlons. MosL classroom observaLlons (13 ouL of 17) lncluded aL leasL Lwo
lnsLances of sLudenL cenLered learnlng, lncludlng, buL noL llmlLed Lo, group work, lndlvldual work, and
research. Cverall, we saw sLudenL cenLered learnlng happen 42 Llmes durlng Lhe 17 lessons. 1eachers
also gave many opporLunlLles Lo lnLeracL wlLh dlfferenL culLures. 1welve ouL of 17 lessons found
Leachers glvlng sLudenLs Lhe access Lo dlfferenL culLures aL leasL Lwlce ln Lhe lesson.
Whlle Lhese were Lhe aspecLs ln whlch Leachers performed mosL frequenLly, Lhere were also
caLegorles LhaL dldn'L occur as frequenLly. We found LhaL whlle Leachers presenLed sLudenLs wlLh ldeas
from dlfferenL culLures, Lhere was an overall lack of engagemenL on Lhe sLudenLs' parL. Whlle we saw
sLudenL engagemenL wlLh dlfferenL culLures happen 33 Llmes, Lhe ouLller was School u, LhaL was
exemplary ln Lhls caLegory, wlLh 20 appearances. We also found LhaL Leachers generally dld noL
encourage sLudenL responslblllLy regardlng global lssues. ln 7 ouL of Lhe 17 lessons, Lhls was noL seen
aL all. Also, sLudenLs were only asked Lo shlfL perspecLlves 17 Llmes over all of Lhe lessons. 8lases were
48
generally noL addressed frequenLly, Lhls only happened 11 Llmes. MlsconcepLlons were also noL
addressed frequenLly, Lhls only happened 13 Llmes. AnoLher aspecL LhaL was generally noL addressed
was Lhe connecLlon of maLerlal Lo Lhe real world. 1hls only occurred 23 Llmes ouL of Lhe 17 lessons, and
was one of Lhe lowesL scores durlng Lhls process.

Summary of key I|nd|ngs
1eachers belleve LhaL lL can be easler Lo faclllLaLe cross-culLural Leachlng wlLh a dlverse
populaLlon of sLudenLs.
Many Leachers belleve LhaL culLural awareness of oneself and oLhers ls essenLlal, however some
are noL confldenL LhaL Lhelr sLudenLs are able Lo communlcaLe and adapL across culLures.
School pollcy encourages global compeLence, parLly due Lo Lhe expecLaLlons seL by Lhe school
lnspecLlon sLandards.
Whlle Leachers value global educaLlon, Leachers do noL belleve LhaL currenL resources
sufflclenLly faclllLaLe global lnsLrucLlon.
Lven wlLh Lhe efforLs made by Lhe naLlonal educaLlonal sLandards Lo lncorporaLe global learnlng
across sub[ecLs and years wlLhln a sLudenL's developmenL, Leachers are focused on pressures
such as LesL scores and school raLlngs LhaL deLer Lhem from guldlng chlldren Loward global
compeLence.
1eachers belleve culLural ldenLlLy ls essenLlal and should be used Lo Lallor Lhe currlculum Lo
address sLudenLs' dlverse needs.

D|scuss|on
WlLhln Lhls secLlon we wlll dlscuss Lhe key paLLerns seen across our sLudy. ln Lhe followlng
49
secLlon we wlll speclflcally address Lhe lmpllcaLlons of our work.
Lxposure vs. Depth
Cverall, we observed a lack of hlgher order Lhlnklng skllls ln classroom lnvesLlgaLlons of culLure.
SLudenLs were exposed Lo varlous culLures Lhrough dlscusslon or Leacher presenLaLlon, buL Lhere were
noL many opporLunlLles for deep sLudenL engagemenL vla Leacher lnsLrucLlon wlLh culLural and global
lssues. 1eachers from varlous schools agreed LhaL sLudenL exposure Lo dlfferenL culLures occurs
naLurally ln London because of Lhe range of demographlcs ln a dlverse clLy. 1herefore, many felL LhaL lL
was noL necessary Lo expllclLly promoLe furLher sLudenL lnvesLlgaLlon of culLural educaLlon ln Lhe
classroom.
When asked Lo ldenLlfy acLlvlLles LhaL fosLer culLural awareness, Leachers ofLen responded LhaL
mere exposure Lo culLures was sufflclenL. 1haL ls, Leachers focused on learnlng acLlvlLles LhaL fosLered
baslc undersLandlngs of global compeLence, buL are noL challenglng sLudenLs Lhrough crlLlcal Lhlnklng
and reflecLlon on global lssues. 1eachers ln focus groups Lended Lo belleve LhaL cerLaln sub[ecLs
naLurally promoLe global compeLence Lhrough Lhe 8rlLlsh naLlonal Currlculum, whlle promoLlon of
global compeLence ln oLher sub[ecLs ls more dlfflculL. 1hus, our research suggesLs LhaL sLudenLs are ln
danger of noL belng prepared for an lncreaslngly globallzed world because Leachers do noL have a full
appreclaLlon of Lhe complexlLy of global compeLence and whaL Lypes of purposeful classroom and
school-wlde acLlvlLles besL promoLe Lhe consLrucL. Merely llvlng and aLLendlng school ln a plurallsLlc
socleLy does noL assure culLural learnlng, lL ls Lhe responslblllLy of schools Lo sLraLeglcally promoLe such
learnlng and expllclL engagemenL.

kesources & rofess|ona| Learn|ng
MulLlmedla, llLeraLure, and sLudenL work were Lhe Lypes of resources mosL commonly used Lo
50
address culLural and global lssues ln Lhe classroom. 1hese resources exposed sLudenLs Lo culLure on a
surface level buL dld noL always promoLe deep acLlve engagemenL ln crlLlcal Lhlnklng and/or
responslblllLy wlLh regard Lo global lssues. Cn average, Leachers were sllghLly more confldenL LhaL Lhe
resources Lhey soughL ouL or creaLed were more effecLlve aL promoLlng global compeLence Lhan Lhose
provlded by Lhe school.
re-servlce Lralnlng and ongolng professlonal developmenL also serve as valuable resources ln
Leachlng for global compeLence. 1ralnlng ln Lngllsh as an AddlLlonal Language (LAL) was clLed as
helpful, buL as one Leacher puL lL, we need Lo focus on more Lhan [usL Lhe language" (School u focus
group, p.1). Several Leachers commenLed on Lhe lack of Lralnlng or professlonal developmenL geared
speclflcally Lowards educaLlon for global compeLence, and expressed lnLeresL ln learnlng more abouL
LhaL currlcular alm. Cverall, we found LhaL selecL dedlcaLed Leachers are Laklng responslblllLy for
lnLroduclng aspecLs of global educaLlon lnLo Lhelr dally lessons, desplLe a lack of expllclL supporL for Lhe
sub[ecL from Lhe school or currlculum. lf schools are Lo expllclLly promoLe global compeLence,
resources musL be made avallable for boLh currlculum enhancemenL and professlonal learnlng.

Schoo| Cu|ture
As lllusLraLed ln Lhe survey resulLs, an overwhelmlng amounL of Leachers lndlcaLed LhaL Lhey
belleve culLural awareness of oneself and oLhers ls lmporLanL for sLudenLs, and Lhls school-wlde eLhos
was acknowledged as lnherenL Lo Lhe varlous schools ln Lhls sLudy . All four focus groups lndlcaLed LhaL
Lhe dlverse envlronmenL lnnaLe wlLhln Lhelr parLlcular school conLrlbuLed Lo a school-wlde culLure LhaL
ls generally accepLlng of (and empaLheLlc Lowards) Lhe dlfferenL culLures represenLed wlLhln LhaL
school. 1hese flndlngs suggesL LhaL Lhese aspecLs of school culLure are plvoLal ln fosLerlng global
compeLence ln sLudenLs, and schools are well poslLloned Lo caplLallze on Lhls lnherenL eLhnorelaLlve
51
sLance. 8rlLlsh Leachers suggesL LhaL culLural dlscusslon and awareness LhaL ls organlc (raLher Lhan
sLrucLured Lhrough currlculum or school pollcy) ls more valuable ln Lhe developmenL of empaLhy and
undersLandlng amongsL sLudenLs. As noLed, however, Lhls organlc versus expllclL Lenslon may serve as
a barrler Lo promoLlng global compeLence as Lhere ls a very real chance LhaL culLural and global
learnlng wlll only unfold aL a surface level.
ln summary, Lhe culLures of Lhe varlous schools ln Lhls sLudy are well poslLloned Lo supporL
deep exploraLlon of global compeLence. Powever, Lhls poLenLlal wlll only be reallzed lf schools commlL
resources for currlculum and professlonal learnlng and expllclLly and purposefully make Leachlng for
global compeLence a prlorlLy. AlLhough Lhe conLexL of London, as a ma[or global urban cenLer, seLs Lhe
sLage for Leachlng for global compeLence, such learnlng does noL happen wlLhouL careful plannlng and
lmplemenLaLlon.
Imp||cat|ons
r|or|t|z|ng G|oba| Lducat|on
rogresslve educaLors agree LhaL lL ls essenLlal Lo prlorlLlze global educaLlon because of growlng
dlverslLy amongsL Lhe sLudenL populaLlon and Lhe lmporLance of Lhe role of culLural ldenLlLy ln sLudenL
learnlng. 1hls can be besL accompllshed wlLh a greaLer emphasls on global compeLence as a key
elemenL of a currlculum dedlcaLed Lo promoLlng global knowledge and skllls. ln Lhls regard, a cross-
currlcular approach Lo purposefully connecL knowledge abouL global lssues and ldeas Lo core sub[ecL
maLerlal ls essenLlal Lo Lhe fuLure of educaLlon.
1he evoluLlon of Lechnology LhroughouL Lhe LwenLleLh cenLury has creaLed an lnLerconnecLed
world ln whlch Llme and dlsLance no longer lmpede communlcaLlon and Lrade, hlghllghLlng LhaL
globally compeLenL learners are more llkely Lo succeed ln Lhe modern world. 1he rapld growLh of
employmenL ln Lhe flelds of sclence, Lechnology, englneerlng, and maLhemaLlcs (or S1LM") ls creaLlng
52
demand for lnnovaLlve workers who can communlcaLe cross-culLurally ln a compeLlLlve global markeL.
Schools are Lhe guldlng force for educaLlng Lhe global populaLlon, and more fundamenLally shaplng
lndlvlduals who can conLrlbuLe Lo socleLy. ln order for school sysLems Lo graduaLe sLudenLs who are
well-equlpped for Lhls dlverse global age, schools need Lo adapL currlculum so LhaL sLudenLs can
expllclLly connecL Lo dlfferenL culLures. Schools have Lhe opporLunlLy Lo provlde Lhe flrsL meanlngful,
lnLeracLlve experlence LhaL sLudenLs wlll have wlLh a culLure LhaL ls dlfferenL Lhan Lhelr own. 1hrough
lnLegraLlon of a globally dlverse currlculum, schools wlll fosLer Lhe developmenL of culLurally aware,
compeLenL lndlvlduals who are capable of purposeful engagemenL across culLural dlfferences.
1eachers ln London sLaLe schools value educaLlon for global compeLence, buL face pressure Lo
focus on oLher aspecLs of Lhe currlculum. ln parLlcular, Leachers of maLhemaLlcs and sclence sLruggle Lo
lnclude aspecLs of global educaLlon ln lessons. ln order Lo ensure sLudenLs are prepared for an
lncreaslngly global envlronmenL, global educaLlon musL be expllclLly lncluded as an essenLlal aspecL of
Lhe currlculum, on par wlLh oLher lmporLanL skllls and conLenL knowledge. AddlLlonally, Leachers face
pressure Lo be held accounLable for sLudenL progress and performance on sLandardlzed LesLs. As a
resulL, many lessons are deslgned Lo prepare sLudenLs Lo achleve hlgh LesL scores and/or demonsLraLe
growLh. Poldlng Leachers and schools accounLable for faclllLaLlng skllls requlred for global compeLence
ls one way Lo make lL a prlorlLy ob[ecLlve ln dally lessons. lf global educaLlon ls lncluded as crlLerla for
school accredlLaLlon procedures, schools wlll be moLlvaLed Lo provlde Leachers wlLh resources Lo
purposefully lnLegraLe Lhe sub[ecL lnLo Lhe currlculum. ln Lurn, Leachers wlll be more llkely Lo focus on
a global dlmenslon ln Lhelr dally lessons.
1he world ls becomlng more and more dlverse, and sLudenLs need Lhe knowledge and skllls Lo
Lhrlve as global clLlzens. lL ls Lhe responslblllLy of each school Lo gulde educaLlon Lowards culLurally
responslve Leachlng and learnlng. Powever, supporL for global compeLence wldely varled ln Lhe
53
London SLaLe schools LhaL we sLudled. 1he schools LhaL dld beLLer emphaslzed culLural ldenLlLy and
global compeLence, and also had Leachers who more effecLlvely faclllLaLed cross-culLural dlscourse ln
Lhe classroom. Such expllclL lnsLrucLlon does noL occur wlLhln a vacuum, as global educaLlon needs Lo
be embedded wlLhln Lhe splrlL and Lhe cllmaLe of Lhe school. ln order Lo make slgnlflcanL sLeps Loward
a fuLure wlLh globally compeLenL lndlvlduals, Lhe schools as a whole need Lo make Lhe sLep alongslde
lndlvldual Leachers.
ln researchlng 8rlLlsh Leacher percepLlons, ln parL our focus was on Lhe naLlonal Currlculum,
whlch drlves lnsLrucLlon ln London SLaLe Schools. ln our research, we found LhaL Lhere were noL
enough expllclL sLandards for Leachlng global compeLence wlLhln Lhe naLlonal Currlculum. We musL
noL make Lhe same mlsLake as Lhe u.k., we musL beLLer leverage our naLlonal sLandards movemenL for
purposeful and expllclL global educaLlon. WlLh Lhe currenL lmplemenLaLlon of Lhe Common Core ln Lhe
unlLed SLaLes, educaLlon professlonals here aL home have an opporLunlLy Lo expllclLly lnLegraLe global
Leachlng lnLo pracLlce Lhrough Lhese new sLandards. 1here ls an opporLunlLy Lo purposefully Leach
Loward global compeLence, buL u.S. school sysLems and pollcy makers musL ensure LhaL Lhls Lype of
Leachlng ls made a prlorlLy. Cnly Lhen can lndlvldual classrooms and schools cemenL Lhe expllclL
pedagogles LhaL promoLe globally compeLenL sLudenLs. 1hls ls noL an elLher-or proposlLlon, as Lhe
prlorlLlzaLlon of global compeLence musL be boLh a naLlonal pollcy prlorlLy and a commlLmenL Lo global
Leachlng and learnlng by lndlvldual schools and Leachers.
8rlLlsh Leachers valued global compeLency as an lmporLanL LralL for sLudenLs, buL lacked
confldence LhaL Lhe resources provlded Lo Lhem were effecLlve ln promoLlng Lhls noLlon. Movlng
forward, lL would be beneflclal Lo focus even more on global educaLlon ln Leacher preparaLlon and
professlonal developmenL programs, as many Leachers clalmed Lhey had never had formal Lralnlng on
Lhe sub[ecL. 8eyond LhaL, schools should be provldlng resources LhaL allow sLudenLs Lo Lhlnk crlLlcally
54
abouL globallzaLlon, especlally ln regard Lo global lssues. Whlle dedlcaLed Leachers are seeklng ouL and
creaLlng global compeLency resources on Lhelr own, schools should make a more sLraLeglc efforL Lo
provlde resources LhaL allow sLudenLs Lo Lhlnk crlLlcally abouL globallzaLlon.

1he Iuture of G|oba| Lducat|on
As globallzaLlon conLlnues, global compeLence educaLlon becomes lncreaslngly cruclal ln
educaLlng young people for global clLlzenshlp. ln order Lo provlde Lhls Lype of educaLlon, Leachers musL
be prepared Lo do so. As noLed, our research suggesLs LhaL many Leachers dld noL feel Lhey had access
Lo hlgh-quallLy professlonal learnlng resources relaLed Lo global compeLence educaLlon. ln response Lo
Lhls area of need, we propose LhaL school dlsLrlcLs seek ouL and provlde resources and professlonal
learnlng opporLunlLles wlLh Lhe goal of faclllLaLlng Lhelr Leachers' growLh ln Lhe area of global
compeLence educaLlon.
1he followlng resources were ldenLlfled by Leachers ln our sLudy (Lhrough survey feedback) Lo
effecLlvely faclllLaLe global Lhlnklng ln Lhe classroom. 1hese resources were provlded by Lhe Leachers
Lhemselves or by Lhe school:
Lxperlences of school sLaff members
School-sponsored globally Lhemed evenLs (for example: 1ravel uay, 8lack PlsLory
MonLh, or lnLernaLlonal Week)
WorksheeLs, LexLbooks, vldeos, posLers, or acLlvlLles LhaL represenL Lhe dlverslLy of Lhe
sLudenLs
Assemblles/guesL speakers
School-wlde currlculum whlch puLs emphasls on global ldeas
LlLeraLure/muslc/medla from dlfferenL culLures
55
1he lnLerneL, newspapers, and Lelevlslon
8ased on our research, whlch lncludes lnpuL from classroom Leachers, we belleve Leachers can
beLLer fosLer global compeLence for Lhelr sLudenLs by engaglng ln many of Lhe followlng meanlngful
professlonal pracLlces and opporLunlLles:
uevelop an undersLandlng of Lhe culLures of sLudenLs
arLlclpaLe ln Leacher-exchange programs LhaL offer comparaLlve perspecLlves
lnLroduce sLudenLs Lo unfamlllar culLures Lhrough LexLs, medla, and personal
lnLeracLlons
lnLegraLe worldwlde currenLs evenLs regularly lnLo lessons
Lncourage sLudenLs Lo conslder dlfferenL perspecLlves Lhrough gulded readlng, research,
and dlscusslon
uLlllze Lhe lnLerneL and relaLed Lechnologles Lo Lhelr fullesL poLenLlal by connecLlng
sLudenLs Lo experlences ouLslde of Lhe conflnes of Lhe classroom and communlLy
SelecL grouplng conflguraLlons LhaL allow sLudenLs of varylng culLural backgrounds Lo
have Lhe opporLunlLy Lo meanlngfully and conslsLenLly lnLeracL
AddlLlonally, school leaders can advocaLe for lmproved school-wlde global compeLence
educaLlon by lmplemenLlng many of Lhe followlng recommendaLlons:
PosL assemblles/guesL speakers wlLh a global focus
Lmploy currlculum LhaL lncludes global alms
Pold school-sponsored, globally-Lhemed evenLs
Cffer Leacher-cholce ln professlonal learnlng opporLunlLles LhaL faclllLaLe Leachlng global
compeLence wlLhln Lhe school-wlde and classroom envlronmenLs
uevelop Lransdlsclpllnary courses and currlculum based on Loplcs of local and global
56
lmporLance

We belleve LhaL Lhe mosL effecLlve means of promoLlng global compeLence ls a Lransdlsclpllnary
model, ln whlch Leachers go beyond Lhe boundarles of Lhe lndlvldual dlsclpllnes. AlLhough lL can be
useful Lo look aL an lssue Lhrough Lhe lens of a speclflc dlsclpllne, we agree wlLh Moss, Csborn, and
kaufman (2003) who suggesL LhaL dlsclpllnes are a human consLrucL [.] learnlng ls by lLs very naLure
Lransdlsclpllnary" (p. 7).
ln essence, when we look aL Lhe problem flrsL, and Lhen use our knowledge of Lhe varlous
dlsclpllnes ln order Lo solve LhaL problem, we are engaglng ln a Lransdlsclpllnary process (kaufman,
Moss, & Csborn, 2003). ln order Lo solve Lhe complex challenges LhaL face our modern global socleLy, lL
ls cruclal LhaL we Lo look aL Lhe problem flrsL so LhaL we are able Lo see Lhe whole plcLure, raLher Lhan
deLermlnlng our dlsclpllnary frame flrsL, and only seelng some of Lhe parLs.
ln Lhls manner, we can encourage sLudenLs Lo lncrease Lhelr undersLandlng of Lhe crosscuLLlng
concepLs LhaL llnk all of our dlsclpllnes by looklng aL Lhe blg plcLure. 1hls can be especlally effecLlve ln
Lhe S1LM dlsclpllnes, as sLudenLs begln Lo see Lhe connecLlons of Lhese flelds wlLh oLhers such as
economlcs. 1hemes such as cause and effecL, paLLerns, and sLablllLy and change are rooLed ln all
dlsclpllnes, and undersLandlng Lhese Lhemes wlll allow sLudenLs Lo see beyond each lndlvldual
dlsclpllne Lo recognlze Lhe connecLlons and relaLlonshlps beLween evenLs aL a local and/or global scale.
We belleve LhaL an effecLlve way Lo lncorporaLe Lransdlsclpllnary prlnclples lnLo our classrooms
ls Lo have sLudenLs examlne and work on real world problems. noL only wlll sLudenLs learn Lo problem
solve wlLhouL Lhe consLralnLs of a speclflc sub[ecL area, buL Lhey wlll galn an undersLandlng of Lhe
complexlLy of Lhe challenges we now face. 8aLher Lhan aLLempLlng Lo formulaLe problems for sLudenLs
Lo solve LhaL mlrror scenarlos Lhey may face ln real llfe, lL ls far more beneflclal Lo confronL Lhem wlLh
57
real-world lssues. 1hls may also help Lo negaLe exLrlnslc moLlvaLlonal facLors, as sLudenLs' ln-school
work wlll dlrecLly apply Lo Lhe wlder world around Lhem. Powever, lL should be ensured, especlally for
younger sLudenLs, LhaL Lhe problems Lhey are explorlng are developmenLally approprlaLe. lor
example, ln a Lransdlsclpllnary unlL deallng wlLh global ecologlcal lssues we should make a concerLed
efforL Lo avold lnsLllllng our sLudenLs wlLh ecophobla, a Lerm Sobel (1996) deflned as a fear of
ecologlcal problems and Lhe naLural world," whlch may resulL from faclng chlldren wlLh serlous
problems Loo early ln Lhelr lnLellecLual developmenL (p. 3).
We belleve LhaL lf Lhls model of Lransdlsclpllnary currlculum ls lmplemenLed, our sLudenLs wlll
reap far more beneflLs from Lhelr schoollng, emerglng from school ready and moLlvaLed Lo parLlclpaLe
ln a global socleLy. WlLh an lncreased focus on readylng sLudenLs for S1LM flelds, a Lransdlsclpllnary
approach wlll be crlLlcal Lo developlng sLudenLs' global compeLence. 1hls Lype of educaLlon wlll noL
only glve Lhem Lhe Lools Lhey need, buL lL wlll also fosLer a deeper undersLandlng of how Lo work
Lhrough conLenL-rlch complex lssues ln a collaboraLlve seLLlng.
ln addlLlon, we belleve LhaL cooperaLlon of urban and rural schools ls a manageable way Lo
lncrease Lhe dlverslLy of Lhe peers wlLh whom sLudenLs work. 1hls ls crlLlcal, especlally for schools
wlLhouL hlgh levels of dlverslLy, for sLudenLs Lo develop Lhe skllls LhaL Lhey need Lo communlcaLe
effecLlvely across culLural dlfferences. Worklng wlLh sLudenLs wlLh a wlder range of background
experlences wlll ald sLudenLs ln Lhe growLh of Lhelr culLural awareness, boLh of Lhemselves and oLhers,
as Lhey wlll need Lo navlgaLe any culLural dlfferences ln order Lo successfully collaboraLe.
Cur research has addlLlonal lmpllcaLlons for educaLlonal companles such as earson, who
produce learnlng resources for boLh sLudenLs and Leachers Lo uLlllze. 1hese companles should reallze
LhaL, wlLh Lhe conLlnulng shlfL Lowards global educaLlon, Lhey have Lhe opporLunlLy Lo provlde supporL
for preparlng young people Lo enLer a globallzed world. 1hls supporL can Lake many forms. lrom a
58
school-wlde perspecLlve, educaLlonal companles can provlde currlculum supporL (wlLh adapLlve global
and Lransdlsclpllnary alms) and professlonal developmenL. ln classrooms, Lhese companles could noL
only provlde LexLbooks LhaL have global alms, buL also provlde mulLlmedla resources, co-currlcular
opporLunlLles, and ald ln global connecLlvlLy (connecLlng sLudenLs ln classrooms from around Lhe
world). A shared responslblllLy amongsL Lhe corporaLe world, schools, pollcy makers, Leachers and
oLher sLakeholders ls essenLlal lf we are Lo reallze a vlslon for global Leachlng and learnlng.

L|m|tat|ons
1hls sLudy was deslgned as a case sLudy Lo provlde lnslghL Lo Leachers' percepLlons and was noL
meanL Lo be generallzable ln lLs flndlngs. AddlLlonally, Lhe researchers were bounded by a resLrlcLed
wlndow of daLa collecLlon opporLunlLy. 1he daLa was collecLed from Lhe schools aL a speclflc Llme of
year, whlch may have had some lmpacL on Lhe flndlngs. AlLhough our survey was plloLed and wenL
Lhrough measures Lo provlde face valldlLy, as well as Lo ensure cross-culLural approprlaLeness, Lhe Lools
we used were noL fully valldaLed uslng sLandard psychomeLrlc proLocols.











59

"#$%%&'(
)*'+ ,*-./.0.$/
College equivalent to uppei high school in the 0niteu States
Beauteachei The senioi teachei anu auministiatoi. Beauteacheis
aie iesponsible foi all piincipal uuties anu may also
peifoim teaching uuties
Key Stage Any one of the foui bioau age-gioup uivisions
(S-7, 7-11, 11-14, 14-16) to which each level of the
National Cuiiiculum applies

0ffice foi Stanuaius in Euucation (0fsteu) The inuepenuent agency appointeu by the
goveinment, piimaiily iesponsible foi school anu
teachei appiaisal

Piimaiy Schools Equivalent to elementaiy schools in the 0niteu
States

Seconuaiy Schools Equivalent to miuule anu eaily high school in the
0niteu States

State Schools Schools in the 0K manuateu foi oi offeieu to all
chiluien without chaige, funueu in whole oi in pait
by taxation. Equivalent public schools in the 0niteu
States










60

Append|x A
Lducator ercept|ons of G|oba| Competency |n
8r|t|sh Schoo|s Survey for Lducators

We aie teaching inteins completing a mastei's uegiee at the 0niveisity of Connecticut in the
0niteu States. We aie conuucting ieseaich on teacheis' peiceptions of global competency in
Biitish schools. Youi paiticipation in this stuuy woulu be gieatly appieciateu.
Attacheu is a suivey about teacheis' cuiient peiceptions on global competency. Youi paiticipation
in this suivey will be anonymous. You may also volunteei foi a confiuential gioup inteiview on the
last page of this suivey. When you aie finisheu, please ietuin it to the suivey bin locateu in ioom
_______.
Please help us by pioviuing the following infoimation:
Subject(s) taught: _________________________________________
Yeais in euucation: ________________________________________
Yeais taught (eg: yeai 1u): ________________________________________
Again, we thank you foi paiticipation. If you have any questions, please feel fiee to talk to a 0Conn
intein!


61

"#$%& '() *(+ ,$+-./.,$-.%0 .% ()+ 1)+23'4
}oui Baiiy Bana Cutlei }ilian Bobosz
Biian Ewing }essica uagne Bienuan uiolitto
Lisa Kivell Alexa Nach Tiavis
Naiciniak
}essica Raugitinane Kaitlyn Smith Paul Stellei
Rebecca Biooks Allison NcNamaia
Global Competency in British Schools

Please iesponu to the following statements by putting a tick in the box that best ieflects youi opinion.

Statement
Strongly
Disagree
Disagree Neutral Agree
Strongly
Agree
A. erce|v|ng G|oba| Lducat|on

lL ls Lhe role of a school Lo fosLer sLudenLs who
are able Lo effecLlvely communlcaLe across
culLures.

lL ls Lhe role of a school Lo fosLer sLudenLs who
are able Lo effecLlvely adapL Lo dlfferenL
culLural slLuaLlons.

A sLudenL's ablllLy Lo engage ln purposeful
lnLerculLural relaLlons ls lmporLanL boLh ln and
ouL of school.

l am confldenL LhaL sLudenLs ln my classroom
are able Lo engage ln meanlngful lnLerculLural
lnLeracLlons.

l am confldenL my sLudenLs are aware of Lhelr
own culLure.

l am confldenL my sLudenLs are senslLlve
Lowards oLhers' culLures.

A sLudenL's ablllLy Lo communlcaLe across
culLures ls lmporLanL.

A sLudenL's ablllLy Lo adapL Lo dlfferenL
culLural slLuaLlons ls lmporLanL.

62




l am confldenL LhaL sLudenLs ln my classroom
are able Lo effecLlvely adapL Lo dlfferenL
culLural slLuaLlons

lL ls Lhe role of Lhe school Lo fosLer sLudenLs
who are culLurally aware of oLhers.

lL ls Lhe role of Lhe school Lo fosLer sLudenLs
who are senslLlve Lowards oLhers' culLures.

CulLural awareness of oneself and oLhers ls
lmporLanL for sLudenLs.

1. |ease offer a reason of why you m|ght fee| |t |s |mportant for students to be adaptab|e and commun|cate
across cu|tures.







2. |ease state an |||ustrat|ve examp|e |n wh|ch your students are engaged |n |ntercu|tura| act|v|t|es |n schoo|.








3. |ease cons|der your response from the prev|ous quest|on. If app||cab|e, p|ease descr|be |n what ways that
act|v|ty fosters cu|tura| awareness w|th|n students.






8. kesources and Mater|a|s for G|oba| 1h|nk|ng

1. |ease ||st any resources, prov|ded by your schoo|, that you be||eve effect|ve|y fac|||tate g|oba| th|nk|ng
(examp|es: textbooks, worksheets, mu|t|med|a resources, etc.).


63






2. |ease ||st any resources you have sought out or created on your own that you be||eve effect|ve|y fac|||tate
g|oba| th|nk|ng.










Statement
Never kare|y Somet|mes Cften A|ways

8. kesources and Mater|a|s for G|oba|
1h|nk|ng

1he resources and maLerlals provlded Lo me
by my school faclllLaLe sLudenLs' ablllLles Lo
adapL Lo dlfferenL culLural slLuaLlons.

1he resources and maLerlals provlded Lo me
by my school faclllLaLe sLudenLs' ablllLy Lo
communlcaLe across culLures.

1he resources and maLerlals provlded Lo me
by my school help provlde sLudenLs wlLh
opporLunlLles Lo parLlclpaLe ln lnLerculLural
dlscourse.

1he resources and maLerlals provlded Lo me
by my school encourage dlscusslon relaLed Lo
cross-culLural Loplcs and lssues.

1he resources and maLerlals provlded Lo me
by my school help sLudenLs develop an
undersLandlng of oLher culLures.

1he resources and maLerlals provlded Lo me
by my school faclllLaLe cross-culLural
perspecLlve Laklng.

1he resources and maLerlals l seek ouL or
creaLe faclllLaLe sLudenLs' ablllLy Lo adapL Lo
dlfferenL culLural slLuaLlons.

1he resources and maLerlals l seek ouL or
64
creaLe faclllLaLe sLudenLs' ablllLy Lo
communlcaLe across culLures.
resources and maLerlals l seek ouL or


1he resources and maLerlals l seek ouL or
creaLe encourage dlscusslon relaLed Lo cross-
culLural Loplcs and lssues.

1he resources and maLerlals l seek ouL or
creaLe help sLudenLs develop an
undersLandlng of oLher culLures.





Cpt|ona| Group Interv|ew:

We would llke Lo hear your vlews on global educaLlon. lf you are lnLeresLed ln chaLLlng abouL Lhls Loplc for abouL
30 mlnuLes ln a group of roughly four Leachers, please check ?es" below and provlde your name and emall
address. 1hen, deLach Lhls page from Lhe resL of Lhe survey before reLurnlng lL Lo Lhe researchers. lf selecLed, we
wlll conLacL you Lo seL up Lhe group lnLervlew aL your convenlence. noLe LhaL your name wlll noL be llnked Lo
Lhls survey ln any way.

lf you would prefer noL Lo parLlclpaLe ln an lnLervlew, please check no" below.

____ ?es l would be wllllng Lo parLlclpaLe ln a group lnLervlew explorlng Lhls Loplc furLher.

name: _______________________________________________________________

Lmall address: _________________________________________________________

____ no l would prefer noL Lo parLlclpaLe ln an lnLervlew.

|ease remove th|s page from the rema|nder of the survey, so that your survey rema|ns anonymous. 1hen,
reLurn lL Lo Lhe survey bln locaLed ln room ______________.
65


*~1hank you for part|c|pat|ng |n our research!~*
!odl 8arry uana CuLler !lllan uobosz
8rlan Lwlng !esslca Cagne 8rendan ClollLLo
Llsa klvell Alexa Mach 1ravls Marclnlak
!esslca 8auglLlnane kalLlyn SmlLh aul SLeller
8ebecca 8rooks Alllson Mcnamara



















66

Append|x 8
Iocus Group Interv|ew Codes:
1. cul1ukAl AwAkN55
2. 1AcnlNC lOk cul1uk
J. ckO55-cul1ukAl cOMMuNlcA1lON
4. kAl-wOklu cul1ukAl \lklNc5 (examples)
5. ClO8Al cOMl1Nc
6. 1Acnk 1kAlNlNC (lncludes pre-Leachlng and professlonal developmenL)
7. cul1ukAl luN1l1
8. 5cnOOl uMOCkAlnlc5
9. 5cnOOl lOllc/NvlkONMN1
10. lN51kuc1lONAl ucl5lON5
11. lN1kNA1lONAl \lklNc
















67


Append|x C
Lesson CbservaLlon
School:
1eacher:
?ear:
Sub[ecL Area:

Statement
0
(No examples)
1
(1 example)
2
(2 or more
examples)
12 3$++4/.5&0.$/
How does the teacher promote a shift
in cultural perspective?

Is the teacher fostering explicit discussions
about culture?

Comments





Are classroom interactions empathetic and
respectful?

Comments





68

Does the teacher use inclusive language?
Comments





Does the teacher foster an environment
where cultural diversity is accepted?

Comments





Does the teacher avoid constructing a
right or wrong picture of a particular
culture

Comments





69
62 7/8&8*+*/0 ./ 9/0*'54#04'&#
:*#&0.$/%
How does the teacher promote active
participation? Is there student
ownership of the material? Are students
expanding on what they learned?

Does the teacher promote explicit
investigation on global issues?

Comments





Does the teacher promote student centered
learning?

Comments





Does the teacher provide opportunities for
students to interact with different cultures?

Comments





Does the teacher promote student
responsibility regarding global issues?

70
Comments





32 34#04'&# 1;&'*/*%%
How does the teacher promote the
understanding and implications of
global connections?

Does the teacher engage students in
interrelated global issues?

Comments





Does the teacher provide resources for
students to learn about global issues?

Comments





Does the teacher address how cultures are
affected by geography and history?

Comments

71




Does the teacher aim to help address
personal and class biases?

Comments






Aftei lesson: Bow uiu the teachei intenu foi the lesson to go. What weie the positives anu negatives.














72



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