Publication Date

Summer 5-18-2014

Degree Name

MA in International Education

First Advisor

David Shallenberger

Abstract

In an increasingly globalized world, where international issues affect local communities, it is important for students to learn about global topics. International education in colleges is becoming more ubiquitous, but many students do not go to college and need to be introduced earlier. Is global education being taught in high schools? How have educators incorporated international issues into their classrooms? In this study, I spoke to educators in New York City to examine what public high schools are doing to integrate global issues into their curricula.

The study examines what obstacles teachers and schools face, what helps teachers to be successful and compiles various ideas that educators provided of how to engage students in international topics. The study was focused exclusively on New York City public high schools. The information was gathered through phone and in-person interviews of educators, surveys of teachers, and personal school observations.

Educators indicated they experience many hindrances: limited funding, curricula requirements outlined by the New York State Regents, high dropout rates, lack of time, and student difficulties with relating to global issues. In spite of these obstacles, educators have been able to integrate some global education into their classrooms, sometimes on their own and sometimes with the help of outside organizations. It is the intention of this study to give other educators, specifically New York State teachers who experience similar obstacles, examples of successful global education ideas that can be used in their schools.

Disciplines

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | International and Comparative Education | Junior High, Intermediate, Middle School Education and Teaching | Secondary Education and Teaching