Description

This project examines teachers’ conceptions and instruction of global education and the contexts of their teaching in local and international schools in three societies: Hong Kong, New York, and Singapore. Broadly defined, global education is a curriculum approach that aims to expand students’ global perspectives (Hanvey, 1976), The study takes into account varying ideologies that shape students’ future roles in a globalized world (Spring, 2004). Little research takes into account teachers’ and leaders’ beliefs about global education and how they mitigate conflicting agendas in classroom instruction. The influence of institutional environments and structures and societal contexts are also to be examined. 

The main purposes of this project are to: 

1. illustrate the different ways that schools conceptualize and rationalize global education with regards to students’ roles in a globalized world; 
   
2. describe the intersection of school intentions, teacher beliefs, and instruction of global education
3. build an empirical basis for the development of localized theories of supportive institutional contexts in global education instructional practices that will contribute to international scholarship and the promotion of teaching in schools;
4. build an empirical basis for the development of a descriptive theory of ideologies embedded in international and local schoolteachers’ global education conceptions and instruction that will contribute to international scholarship and teacher education.

Outputs

Journal Articles

1. Alviar-Martin, T., & Baidon, M. C. (in press). Issues-centred global citizenship education in Asia: Curricular challenges and possibilities in non-centric and neoliberal times. Curriculum Perspectives.
2. Alviar-Martin, T., & Baidon, M. C. (2016). Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore. Education Policy Analysis Archive, 24(56). Retrieved May 25, 2016, from http://dx.doi.org/10.14507/epaa.24.2140

Book Chapter

1. Alviar-Martin, T., & Baidon, M. C. (in press). Deliberating values for global citizenship: A study of Hong Kong’s liberal studies and Singapore’s Social Studies curricula. S. Choo, D. Sawch, A., Villaueva, & R. Vinz (Eds). Education for the 21st Century: Perspectives, policies and practice from around the world. New York: Springer.

Conference Presentation

1. Alviar-Martin, T. (August 26, 2016). Global Citizenship Education in Asia: Considerations for issues-centered curriculum development. Keynote address at the Ateneo Centre for Asian Studies International Conference. Manila, Philippines.
2. Alviar-Martin, T., & Baidon, M. C. (2016). Discourses of citizenship in two global cities: Comparing official curricula in Hong Kong and Singapore. Annual Meeting of the American Educational Research Association. Washington, DC.