Publication Date
2022
Document Type
Dissertation/Thesis
First Advisor
Shin, Eui-kyung
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Curriculum and Instruction (CI)
Abstract
This basic qualitative study utilized Freire’s (1973) theory of critical consciousness to aimed to explore Arabic-language teachers’ perspectives of the inclusion of global citizenship concepts in the Arabic-language secondary school curricula at a selected international school in the Kingdom of Saudi Arabia. Three research questions addressed the purpose of this study and helped bridge a gap in the existing literature. In-depth individual interviews, document analysis, and two focus group were utilized to collect data from 10 participants who met the inclusion criteria for the study (Arabic-language teachers at the selected school; at least five years of teaching experience at K-12 IB schools; teaching grades 10, 11, and/or 12 at the moment of the study data collection). Data were analyzed using constant comparison and themes were organized to respond to each of the three research sub-questions of this study. Findings suggest that participants defined global citizenship as a set of skills, a global and a national culture understanding, and a sense of shared responsibility. Additionally, participants described their implementation of global citizenship concepts in their curriculum pertaining to the development of global citizenship skills and the use of content aligned with such skills. Furthermore, participants’ responses indicated barriers in the implementation of global citizenship related to teachers’ global citizenship knowledge and pedagogical skills such as lack of differentiated and student-centered instruction. Results also suggested participants’ concerns pertaining to the lack of cooperation of all stakeholders and time and bureaucratic constraints to implement global citizenship in the curriculum. The study findings support the implementation of global citizenship education in Saudi Arabia to help students thrive in their education. Saudi educational stakeholders should consider teachers’ definitions, descriptions of implementation, self-perceived barriers to support current practices and address existing challenges in the implementation of global citizenship education.
Recommended Citation
Altwejery, Ebtesam, "Teachers’ Perspectives on the inclusion of Global Citizenship Concepts in Arabic-Language Secondary Curricula in Saudi Arabia" (2022). Graduate Research Theses & Dissertations. 6807.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/6807
Extent
197 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
