A Case Study Of Small Town Vermont: Creating Global Citizens Within A K-5 Public School

Degree Name

Master of Arts (MA)

First Advisor

Claire Halverson


This research attempted to study how K-5 students in one rural Vermont district were being educated as global citizens in a monocultural area. The research question posed “How are teachers preparing their K-5 students to be global citizens in a low income, rural community in Vermont?” Research focused on global citizenship, multicultural education, teacher education and training, and the Vermont Framework of Standards. A cross-disciplinary literature review and survey of practitioners within multicultural education and public education in Vermont’s public school system was used. Although limited in its scope, the study presented evidence reflecting the occurrence, benefits and hindrances of teaching concepts such as global citizenship and multicultural education in such a setting. Findings can be applicable to educators in rural areas of the United States, as well as those in areas that lack diversity. Substantive culture learning; teaching the basis of cultural similarities and difference, teaching students to understand the norms, beliefs, values and actions of diverse people were seen in the classrooms observed. Areas of growth and modifications for area educators were also identified. Further ongoing quantitative and qualitative research could strengthen the empirical results obtained in this study, and assess the long term benefits of educating children to become global citizens.


Education | Politics and Social Change

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