There is much discussion of the globalization of the curriculum at the higher education level and many examples of schools that have globalized at the secondary level. What is lacking, however, is a discussion of the process of globalization that a school experiences. Using the case study method, this paper examines the process a secondary school experiences when deciding to globalize the curriculum. This paper looked at St. Luke’s School, an independent day school in Connecticut. Faculty and staff were surveyed to determine their understanding of the topic global education and their current curricular practices in this area. Using the survey results, school curriculum guide, and the researcher’s observations, the school’s progress was measured against the National Association of Independent School’s Principles of Good Practice for Schools Educating for Global Citizenship. This paper serves as an example of the process a school experienced in order to work towards a more global curriculum.


Curriculum and Instruction