Elementary Teachers’ Perspectives on Fostering Global Awareness in a Rights Respecting School

In this research paper, four elementary teachers share their understanding of how they foster global awareness through their teaching in schools that participate in the Rights Respecting Schools model initiated by UNICEF Canada. The main research question that was investigated was: what does fostering global awareness mean in theory and instructional practice to a sample of elementary teachers working in a Rights Respecting School? Teacher were interviewed using a semi-structured interview protocol. The research findings align with existing research conducted in the area of global education, in that teachers report their understandings and practices through four main foci: Relationships, Engagement, Voice, and Power Dynamics