Bridging the Community and the World: Teaching Global Issues in a Local Context

• In Event: Social Studies Education in Global Contexts

Abstract

This mixed-methods study of preservice secondary social studies teachers examined their beliefs about global issues and instructional planning. Data sources included a survey, interview, and course assignment known as the Baltimore and the World Project. Findings revealed that the majority of participants held beliefs largely consistent with Hanvey’s (1976) concept of perspective consciousness. However, several participants did not agree that they possessed the ability to tolerate ambiguity. The study explored the challenge that this presents for educators who teach global issues. Implications point to the need for greater attention to global citizenship education in teacher education as well as a rediscovery of the local context in teaching global issues.

Author

• Todd W. Kenreich, Towson University