Civics teachers’ instructional priorities and approaches for teaching local, national, and global citizenship

This qualitative case study draws on interview and focus group data from six Civics teachers. As global education scholars assert, spatial levels of citizenship (local, national, and global) do not occur in a vacuum, each level is invariably connected to one another. Teachers in this study, however, placed different priorities on each of the levels. We identified four factors that contributed to participants’ decisions to do so. Interestingly, participants used distinct instructional practices to teach the different levels. Finally, participants could conceptually distinguish between each of the spatial levels, but had difficulty seeing and teaching the connections between levels.

Civics teachers’ instructional priorities and approaches for teaching local, national, and global citizenship Presentation