Promoting Social Justice and Equality: Preparing Students to Become Global Citizens

Students enrolled in 21st-century schools must be culturally aware, understand the interdependence among nations, and be able to identify their roles globally to become citizens of the world. Although the dimensions of global citizenship are incorporated into the curriculum in public schools in the US, the development of critical analysis of global issues and constructs necessary for students to actively promote change for a better global society that embraces social justice, diversity, equality, and unity, has not been implemented. This qualitative case study sought to gain insights into the perceptions of pre-service teachers on how to effectively implement global citizenship into the social studies curriculum. The researchers analyzed data from multiple sources, including open-ended semi-structured focus group interviews, classroom observations, discussion posts, documents analysis, and essay questions. The researchers purposively selected ten participants, bracketed themselves, and used member checking and outside readers. The findings of this study indicated that teachers should incorporate global citizenship into the curriculum so that students become culturally sensitive and become aware of global issues. As global citizens, students should possess the tools and resources to advocate for social justice, unity, and equity. Their knowledge of historical and current events, viewed through a critical and analytical lens, would allow them to understand unjust/just and unfavorable/favorable outcomes and activities. Hence, students would be equipped with the knowledge and skills to make economic, political, social, and environmental decisions that would create a better world