globalization, global citizenship, and the catholic

Globalization, Global Citizenship, and the Catholic Education System

Carey Mae Jacobsen

Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State

University in partial fulfillment of the requirements for the degree of

Doctor of Education

In

Educational Leadership and Policy Studies

Ted S. Price, Co-Chair

Carol S. Cash, Co-Chair

John R. Gratto

Michael C. Jarvis

April 8, 2021

Richmond, Virginia

Keywords: globalization, global education, global citizenship, global competency,

Catholic education


Carey Mae Jacobsen

ABSTRACT

According to the National Catholic Education Association (NCEA, 2020), 2 million

children attend K-12 Catholic schools in the United States. Because Catholic school systems are

“among the largest and most significant” religious educational institutions (Marshall, 2018,

p.185), Catholic educational leaders should be part of a dialogue to improve the quality of

education. Furthermore, it is vital that these dialogues address phenomena impacting the quality

of 21st century education. Among critical phenomena impacting 21st century education is

globalization (Darling-Hammond, 2010; Friedman, 2005; Zhoa, 2009). In this qualitative study,

phenomenological methodology was used to examine experiences and perspectives of Catholic

school administrators regarding the phenomenon of globalization. Specifically, the study

explored understandings of Catholic school administrators within the Diocese of Richmond,

Virginia regarding globalization, global citizenship, and global competencies. Further, this study

investigated current practices fostering global citizenship within the Catholic school system.

Purposeful sampling of individuals who serve in administrative roles in Richmond diocesan

schools, including Junior Kindergarten (JK)-8, JK-12, and 9-12 levels, was used to identify 11

participants who met study inclusion criteria. Consenting individuals were invited to participate

in a semi-structured interview regarding the phenomena of interest. Upon completion, participant

interviews were transcribed and coded for analysis using qualitative methods consistent with

phenomenology. Themes regarding globalization, global citizenship, and global competencies

within the Catholic education system were identified. The results and findings of this qualitative

study, including implications for educational leaders and recommendations for future studies,

were summarized.


Carey Mae Jacobsen

GENERAL AUDIENCE ABSTRACT

According to the National Catholic Education Association (NCEA, 2020), 2 million

children attend K-12 Catholic schools in the United States. Among religious educational systems

in this country, Catholic school systems are particularly significant. Thus, Catholic educational

leaders should be part of a dialogue to improve the quality of education. Globalization is a

phenomenon that impacts the quality of 21st century education. In this study, the researcher

explored perspectives and experiences of Catholic school administrators regarding globalization

and global citizenship. This study also investigated current practices fostering global citizenship

within a Catholic school system. Administrators in Richmond diocesan schools, including Junior

Kindergarten (JK)-8 and 9-12 levels, participated in interviews. The researcher identified themes

regarding globalization, global citizenship, and global competencies within the Catholic

education system. The results and findings of this study will be used to improve the quality of

Catholic education programs.

iv

Dedication

To my WHOLE family - but most importantly to the women in my family who have shown me

what it means to be strong, independent, kind, faith-filled, and dedicated to always being better.

v

Acknowledgements

To my committee chair, Dr. Price, thank you for putting up with me through two programs back-

to-back and supporting me through this dissertation process. I appreciate that you always made

me think outside the box and push myself to be a great leader.

To my committee, thank you for your support, feedback, and guidance throughout this process. I

appreciate your time and expertise.

To my cohort, thank you for the inspiring conversations, differing perspectives, and constant

encouragement….and the laughs. I was so glad to be on this journey with you all.

To my mom, thank you for your critical eye, unwavering support, and all the time and effort in

helping to edit the ultimate of all “papers”.

To my dad, thank you for your inspiration and example as an educator. I am proud to follow in

your footsteps as a teacher first.

To my husband, thank you for always believing in, encouraging, and supporting me. I love you.

Our marriage is and will truly be my greatest accomplishment. Forever.

To Jessica, thank you for pushing me several years ago to get my Masters, which led to this. My

favorite part is that we did this together!! I am eagerly waiting for Europe….

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Table of Contents

Abstract ........................................................................................................................................... ii

General Audience Abstract ............................................................................................................ iii

Dedication ...................................................................................................................................... iv

Acknowledgements ......................................................................................................................... v

List of Figures ................................................................................................................................ ix

List of Tables .................................................................................................................................. x

Chapter 1 The Problem ................................................................................................................... 1

Overview of the Study ................................................................................................................ 1

Historical Perspectives ................................................................................................................ 2

Statement of Problem .................................................................................................................. 4

Purpose of the Study ................................................................................................................... 5

Justification of the Study ............................................................................................................ 5

Research Questions ..................................................................................................................... 5

Conceptual Framework ............................................................................................................... 6

Definitions of Terms ................................................................................................................... 6

Limitations & Delimitations ....................................................................................................... 7

Organization of Study ................................................................................................................. 7

Chapter 2 The Literature Review .................................................................................................... 8

Literature Review - Purpose and Search Process ....................................................................... 9

Global Education ........................................................................................................................ 9

Catholic Education .................................................................................................................... 13

Instructional Frameworks of Global Citizenship ...................................................................... 15

Summary and Recommendations ............................................................................................. 19

Chapter 3 Methodology ................................................................................................................ 20

Purpose of the Study ................................................................................................................. 20

Research Design........................................................................................................................ 20

Research Questions ................................................................................................................... 20

Site/Sample Selection ............................................................................................................... 21

Instrument Design ..................................................................................................................... 21

Data Collection ......................................................................................................................... 23

Data Analysis Techniques......................................................................................................... 24

Timeline .................................................................................................................................... 25

Chapter 4 Results .......................................................................................................................... 26


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Pseudonym Codes ..................................................................................................................... 26

School Websites ........................................................................................................................ 27

Summary of School Website Review ....................................................................................... 30

Demographic Information ......................................................................................................... 30

Participant Interviews ............................................................................................................... 31

Research Question 1 ................................................................................................................. 32

Research Question 1 — Summary of Participant Responses ................................................... 37







Concluding the Interview—Participant Recommendations...................................................... 47

Summary of Participant Recommendations .............................................................................. 49

Summary of Results .................................................................................................................. 50

Chapter 5 Summary of Findings ................................................................................................... 51


Findings..................................................................................................................................... 51

Finding One .......................................................................................................................... 51

Finding Two .......................................................................................................................... 52

Finding Three ........................................................................................................................ 53

Finding Four.......................................................................................................................... 54

Finding Five .......................................................................................................................... 54

Finding Six ............................................................................................................................ 55

Implications............................................................................................................................... 55

Implication One .................................................................................................................... 55

Implication Two .................................................................................................................... 56

Implication Three .................................................................................................................. 57

Implication Four.................................................................................................................... 57

Recommendations for Future Studies ....................................................................................... 58

Conclusion ................................................................................................................................ 58

Personal Reflection ................................................................................................................... 59

References ..................................................................................................................................... 60

viii

Appendix A Institutional Review Board Certification ................................................................. 63

Appendix B Institutional Review Board Approval ....................................................................... 64

Appendix C Interview Protocol .................................................................................................... 65

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List of Figures

Figure 1 Embracing Global Citizenship and Implementing Competencies to Address

Globalization within the Catholic School System can Lead to Student Success in a Globalized

World............................................................................................................................................... 6

x

List of Tables

Table 1 Relationship Between Research and Interview Questions .............................................. 22

Table 2 Review of School Websites .............................................................................................. 27

Table 3 Participant Demographic Data....................................................................................... 31

Table 4 Participant Definitions of Globalization, Global Citizenship, and Global Competency 32

Table 5 Courses or Programs Related to Globalization, Global Citizenship, or Global

Competencies ................................................................................................................................ 38

Table 6 Summary of Student Behaviors and Outcomes ............................................................... 41

Table 7 Experiences in Implementing Programs, Practices, or Guidelines ................................ 44

Table 8 Supports and Constraints ................................................................................................ 46

Table 9 Next Steps ........................................................................................................................ 49

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Chapter 1

The Problem

Knowledge development, advances in technology, and global interdependence have

markedly altered the 21st century world (Haass, 2020). Impacts are evident within

environmental, information, social, political, and economic systems at both local and global

scales (Haass, 2020). Thus, students of the 21st century must be global citizens. It is vital that

educational systems emphasize the complex knowledge and skills necessary for student success

in a global arena. This evolving complexity demands more resourcefulness from school leaders

than at any time in the history of this nation (Goldring & Schuermann, 2009, p. 9).

Contemporary literature reveals that educators in the United States (US) have begun to

consider the phenomenon of globalization (Friedman, 2005; Zhao, 2009). In fact, many public

and private schools have initiated the development of an array of programs, policies, and other

guidelines to address this phenomenon. Similar to public and private systems, faith-based

systems, such as Catholic schools, are also challenged to address globalization. In fact, according

to statistics published by the Center for Applied Research for the Apostolate (CARA), close to

15 million students enrolled in Catholic education institutions in the Americas (2015, p. 22, 30).

Of these enrolled students, over 2 million children currently attend K-12 Catholic schools in the

United States (National Catholic Education Association [NCEA], 2020). These numbers reveal

the Catholic school system’s vast impact on education. Marshall (2018) asserted that because the

Catholic school systems are “among the largest and most significant” religious educational

institutions, Catholic educational leaders should be part of a dialogue to improve the quality of

education overall and specifically related to globalization and global citizenship (p. 185). The

purpose of this study was to gain a deeper understanding of experiences and perspectives of

Catholic school administrators regarding the phenomenon of globalization.

Overview of the Study

Merriam and Tisdale (2016) asserted that phenomenological interviews are ideal for

exploring a phenomenon of interest and for focusing “on the experience itself and how

experiencing something is transformed into consciousness” (p. 26). Thus, a qualitative,

phenomenological design was used to examine experiences and perspectives of 11 Catholic

school administrators within the Catholic Diocese of Richmond, Virginia regarding

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globalization, global citizenship and competencies necessary for a globalized world. The focus of

the inquiry addressed the following research question: “Among Catholic school administrators,

what are their professional experiences and perspectives regarding globalization, global

citizenship, and competencies necessary for integration into Catholic education?” The following

specific aims were addressed:

● Develop an understanding of the contextual background for each participants’ views

regarding globalization, global citizenship, and global competencies;

● Explicate the current programs, practices, and guidelines being utilized in Catholic

schools related to globalization, global citizenship, and global competencies.

● Describe Catholic school administrators' personal experiences related to

implementing programs, practices, and guidelines being utilized in Catholic schools

related to globalization, global citizenship, and global competencies.

● Identify personal and organizational supports and constraints for implementing

programs, practices, and guidelines related to globalization, global citizenship, and

global competencies within Catholic schools.

This qualitative study used a phenomenological approach to investigate the perception and

experiences of Catholic school administrators. While identifying perceptions regarding

globalization and definitions of global citizenship, this study also explored current programs,

practices, competencies, and guidelines that Catholic schools use to support students for success

in a globalized world.

Historical Perspectives

Several distinct historical trends offer context for the proposed study. Three trends, in

particular, have influenced the changing landscape of education in the US during the 21st

century. These trends are a movement away from an industrialized society, a change in

demographics within school systems, and rapid advancements in both knowledge and

technology.

The contemporary model of education in the US evolved prior to and during the 20th

century (Marion & Gonzales, 2016, p. 9). This model paralleled the Scientific Management

Movement. The goal of this movement was maximal efficiency, whereby managers plan and

problem solve, while workers produce (p. 14). Moreover, “management was challenged to

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standardize procedures to draw maximum profits from the organization” (Marion & Gonzales,

2016, p. 11). Applied to education settings, this model was optimal for preparing students to

work in the industrialized nation, mainly factories (Darling-Hammond, 2010). This perspective

impacted public, private, and religious education. The education model adopted

“standardization”, an approach which emphasized that all students should be able to learn

according to a norm or standard (Rose, 2016). Students were divided into “groups by age (not by

performance, interest, or aptitude), and these groups of students rotated through different classes,

each lasting a standardized period of time. School bells were introduced to emulate factory bells,

in order to mentally prepare children for their future careers” (p. 51). A curriculum planner was

introduced to the school system to create a standardized curriculum at each grade level. Teachers

taught from the set plan, and students were expected to be receptive and compliant. This model,

a replication of management structures developed during Industrialization, ensured that the

education system paralleled the expected future of the students. Rose (2016) contended that this

antiquated system, which prevails today, is not designed to accommodate the individuality and

talent of students, and the model fails to address the future needs of society.

In addition to the shift from industrialization that characterized the 20th century, the

demographics of education systems in the US have likewise changed. Contemporary schools in

the US are far more diverse than in previous historical periods. For instance, throughout the most

of the 20th century, the majority of students in US schools (approximately 80-90%) were

Caucasian (NCES, 1993, p. 14). The demographic changes in Catholic schools are similar to

many public schools, with greater numbers of Hispanic, African-American, Asian, and multi-

racial students enrolled (Sanchez, 2018). Darling-Hammond (2010, 2011) asserted that these

demographic changes warrant an education in all schools that is characterized by quality, equity,

rigor, and numerous and varying perspectives. An emphasis on these critical principles supports

real-world problem-solving and skills needed by all future citizens of this country in both local

and global arenas (Darling-Hammond, 2010, 2011).

Another key characteristic of the 21st century is the speed with which knowledge

development and technological advancement has progressed within the international community.

Friedman (2005) suggested that this advancement has created a “leveling” of access to

information and opportunity for progress among individuals, companies, societies, and countries.

Friedman (2005) noted the necessity for educational systems to address skills for a globalized

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world. Moreover, Friedman (2005) proposed skills that institutions would need in order to

remain relevant in the 21st century. Among these skills, several were specifically emphasized:

“collaborator, leverager, adapter, explainer, synthesizer, model builder, localizer, [or]

personalizer” (Friedman, 2005, p. 324). Friedman (2005) suggested that this expanded skill set

has important implications for educational systems that are preparing individuals to be successful

in the future. Similarly, Yong Zhao (2009), another leading scholar and author on global

education, asserted that educators must think globally in terms of the knowledge and skills

students will need in the future (p. 113). Zhao (2009) identified three distinct challenges for

education leaders. First, the job market is global and education must support students’ abilities to

secure a job in the global job market, rather than local as in the industrial age. Second, students

must develop skills for respectfully and effectively interacting with people of other cultures and

countries. Finally, the US educational system must adopt a global view and assist students to

become global citizens (2009, p. 111-112). Zhao (2009), as well as other noted theorists and

researchers, have contended that contemporary education models necessitate a broader context

that includes emphasis on creativity, critical thinking, innovation, diversity, quality, and cultural

awareness - an emphasis that is vital for citizens managing complex issues in a global society

(Darling-Hammond, 2011; Friedman, 2005).

Statement of Problem

A number of critical changes have characterized the 21st century, and the world has

“flattened” (Friedman, 2005). An emerging consensus among scholars supports the phenomenon

of globalization (Friedman, 2005; Zhao, 2009). As a result, progressive nations have been

transforming their educational systems to assure equitable educational access to all citizens and

to devise programs, curricula and instruction that meet the needs of a globalized world (Darling-

Hammond, 2010, 2011). Zhao (2009) contended that we need to “transform our thinking about

education” to create citizens who are “aware of the global nature of societal issues, to care about

people in distant places, to understand the nature of global economic integration, to appreciate

the interconnectedness and interdependence of peoples, to respect and protect cultural diversity,

to fight for social justice for all, and to protect the planet” (p. 113). This challenge warrants an

education system that incorporates the phenomenon of globalization and emphasizes global

citizenship. Because the Catholic education system blends academics and faith and serves a

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multitude of students in the US, this system has potential to impact the future of this society and

the world. However, development of global citizenship skills and consistent integration of global

competencies within programs and curricula is necessary. Thus, giving voice to Catholic school

administrators regarding the phenomenon of globalization would deepen the understanding

needed to support these vital changes in Catholic education.

Purpose of the Study

The purpose of this qualitative research study was to examine experiences and

perspectives of Catholic school administrators regarding the phenomenon of globalization.

Specifically, this study explored Catholic school administrators’ articulations of globalization,

global citizenship, and global competencies. Further, this study identified current practices

within the Catholic school system that foster global citizenship.

Justification of the Study

Globalization has emerged as a key phenomenon in the 21st century. The Catholic

education system has increased in multicultural diversity and is a world-wide entity for

education. Exploring the phenomenon of globalization within the Catholic education system is

vital for enhancing this system’s impact on students, their futures, and the world.

Research Questions

The research questions addressed in this study are as follows:

1. How do Catholic administrators understand the phenomena of globalization, global

citizenship and global competencies?

2. What are the programs, practices, and guidelines utilized in Catholic schools related

to globalization, global citizenship and global competencies?

3. What are Catholic school administrators’ experiences implementing programs,

practices, and guidelines related to global citizenship?

4. What personal and organizational supports and constraints have influenced the

implementation of programs, practices, and guidelines related to global citizenship?

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Conceptual Framework

Figure 1

Embracing Global Citizenship and Implementing Competencies to Address Globalization within

the Catholic School System can Lead to Student Success in a Globalized World

Definitions of Terms

The following terms are specifically defined for the purpose of this study:

Catholic school - a JK-12, JK-8, or 9-12 school within the district known as the Catholic Diocese

of Richmond, Virginia.

Catholic school administrator - a principal, assistant principal, dean, or similar leadership

position within a Catholic school who directs or assists in the oversight of the daily operations of

the school, teaching, learning, curriculum, students, teachers, and other staff.

Curriculum - programs, subjects, and subsequent standards that are part of the learning

experience for students in education.

Global competencies - skills, values and behaviors utilized in education to prepare students to

engage in a future workforce and/or manage complex issues facing humanity in a globalized

society (World Savvy, 2020).

Global citizenship - a global citizen has an understanding of the phenomenon of globalization

and possesses knowledge and skills to function effectively in a global community.

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Globalization - The core of globalization is interconnectedness and interdependence (Haass,

2020, p. 161). “Globalization is a process of interaction and integration among the people,

companies, and governments of different nations, a process driven by international trade and

investment and aided by information technology. This process has effects on the environment, on

culture, on political systems, on economic development and prosperity, and on human physical

well-being in societies around the world” (Global Workforce Project, 2020).

Limitations & Delimitations

The potential limitations, or elements of this study which could not be controlled, were as

follows:

● Response to the request for voluntary participation in the interviews by principals,

assistant principals, deans, or other leadership positions in Catholic schools in the

Diocese of Richmond in Virginia,

● The limited number of schools within the Diocese of Richmond, which is thirty-one

schools.

The potential delimitations, or elements of this study which were controlled, were as

follows:

● The Diocese of Richmond is located in Richmond, Virginia, and administrators will

be interviewed from various schools in this diocese, which extends from

Fredericksburg, Virginia to the North Carolina border and from the coast to

Southwestern Virginia.

● The perceptions of only Catholic school administrators will be included.

Organization of Study

This study is organized into five chapters. The first chapter introduces the problem,

provides an overview of the study, identifies the research questions, and presents the research

design and methodology. The second chapter is a review of the literature related to globalization,

global citizenship, and Catholic education. Chapter three is a detailed description of the

methodology of the study. The results and findings of the qualitative study are presented in

Chapter four. In the final chapter, the study findings, including implications for educational

leaders and recommendations for future studies, are summarized.

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Chapter 2

The Literature Review

Educational leaders at all levels routinely consider policies, standards, guidelines, and

responsibilities. Educational leaders are also compelled to consider impacts of contemporary and

evolving phenomena, such as social, political, economic, technological, and global issues.

Similar to public education, private systems, such as the Catholic school system are also

impacted by contemporary phenomena. Thus educational leaders within both systems are obliged

to consider these impacts. One contemporary phenomenon with wide-ranging and significant

impacts is globalization.

Globalization has been described as the “connections between different regions of the

world – from the cultural to the criminal, the financial to the environmental – and the ways in

which they change and increase over time” (Held, McGrew, Goldblatt, & Perraton, 1999, p.

484). These connections require that educational leaders foster a culture and develop curricula

that prepare and support future citizens for a globalized world. In a recent qualitative research

study, Kilpatrick (2010) identified two distinct narratives within the global education arena. One

narrative addressed global education to support global economics and competition. This narrative

emphasizes subjects such as math, science, and information technology. The second narrative

identified global education as a moral imperative, focused on social justice, social responsibility,

and world peace (Kilpatrick, 2010). This crucial imperative provides a moral foundation for

application of learned knowledge and skills, including math, science, and information technology

and is vital for the 21st century.

The Catholic Church is the largest Christian denomination in the world. One way the

Catholic Church endeavors to integrate the Gospel message is through the Catholic school

system. According to statistics published by the Center for Applied Research for the Apostolate

(CARA), close to 15 million students enrolled in Catholic education institutions in the Americas

and over 23 million on the continent of Africa (2015, p. 22, 30). These numbers reveal this

system’s vast impact on education. The Catholic education system, both as an institution and in

theory, emphasizes dignity of humankind and working for the common good of all people. In

fact, according to the United States Conference of Catholic Bishops (USCCB), the purpose of

Catholic education is to educate “children, young people and adults to contribute to the common

good by becoming active and caring members of the communities, cities, and nation in which

9

they live” (USCCB, 2018a). Leaders within the Catholic school system are expected to adhere to

this purpose and to demonstrate a Catholic identity that reflects these ideals.

Literature Review - Purpose and Search Process

This research explores contemporary literature regarding the concepts of globalization,

global citizenship, global education, and Catholic school education. The literature review was

conducted between December 2018 and June 2019 using the following databases: Education

Research Complete, ERIC, Google Scholar, and ProQuest. Resources from the Virginia

Polytechnic Institute and State University (Virginia Tech) Library and the United States Council

of Catholic Bishops (USCCB) website were also utilized. The author, a Catholic school educator,

initiated the search using the following terms: global education, social justice, and Catholic

education. Given the quantity of literature gleaned from using these broad terms, the author

narrowed the search using the following additional specific terms: Catholic social teaching,

social justice leadership, global citizenship, and service learning. The author read relevant

abstracts and selected articles identified through this search.

Global Education

Global education and global citizenship – definitions and concepts. Stromquist and

Monkman (2014) asserted that globalization remains an “inexact” term for irreversible changes

that have occurred and will continue to occur in the worldwide community (p. 1).

Transformations from a globalized world have resulted because of advancements in technology,

economics, politics, business, information and communication; and the impacts are pervasive

throughout modern-day society. Moreover, globalization has given rise to the importance of

global citizenship – a term that encompasses how world citizens should behave, engage, and

react within a globalized world. Global citizenship is similarly a complex concept because

unique skills are required for individuals to function not only in the present-day global society,

but also in a future global society.

Oxfam (2019), an organization that promotes social advocacy and justice in the global

arena, has described concepts relevant to global citizenship. According to this organization,

global citizens work for sustainability with awareness of the wider world and understanding of

their role within it. Furthermore, global citizens have respect for all peoples and value diversity.

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They have an understanding regarding education and how the world works in many facets,

including economically, politically, socially, culturally, technologically, and environmentally.

Global citizens have a healthy outrage of social injustice; they foster participation in community,

both local and global, and action to ensure the world becomes more sustainable. Global citizens

are accountable for their personal actions (Oxfam, 2015).

Zhao (2009) referred to globalization as the “death of distance” (p. 111). Similar to

Oxfam, Zhao (2009) noted that a global citizen must be aware of societal issues and how these

affect people globally. Global citizenship includes caring about people in other countries,

understanding the nature of the global economy, appreciating the “interconnectedness and

interdependence” of people, respecting and working for the protection of cultural diversity,

fighting against social injustice, and protecting the environment (p. 113).

Global education - theory and practice. Given the significance of global education and

global citizenship, it is essential for educational leaders to consider implications for theory and

practice. Young (2010) addressed issues related to practice and noted that the real issue lies in

the term global, which suggests that there are only international and intercultural foci. Young

(2010) further contended that a global education understood primarily as “a study of the world

outside of the student” limits and “contradicts the very purpose of the approach” (p. 146). The

author recommended that local actions can influence global reality. Thus, students must be active

in the local community to have and understand a larger global impact. Young (2010) clearly

emphasized that global education is not merely international or intercultural learning.

As means for clarifying definitions and concepts, Young (2010) also discussed global

education within a systems thinking perspective. This scholar contended that much of the world

is understood as interconnected and interdependent systems that “interact with each other in

myriad complex ways” therefore, the whole of the world and its systems is “greater than the sum

of its parts” (p. 144). Approaching global education from an open systems perspective

recognizes that the world is always in a process of change. Errors and instabilities will occur,

which are necessary for the transformation of the movement. People are part of these open

systems, and thus perspective influences what is and how it is perceived. Young (2010) offered

several implications for practice. First of all, “a study of the world outside of the student or

nation is one that limits and in some cases contradicts the very purpose of the approach” (p. 144).

Study of the world outside of one’s self must have context for full understanding and relevance.

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Students can not merely observe the world, but they must interact with it. Young (2010)

recommended a systems thinking view of the world because this view has potential to change the

approach to curriculum and instruction within the context of global education. Young (2010)

concluded that practice should reflect an “integrated, contextual learning experience with

appreciation for the complex, multiple, dynamic nature of our world and our place in it” (p. 154).

Goren and Yemin (2017) also considered contemporary global education. These

researchers completed a systematic review of 90 empirical studies to analyze current academic

discourse and practices related to Global Citizenship Education (GCE). The review included

studies from the following regions of the world: North America (US), North America (Canada),

Europe, Australia and New Zealand, Asia Pacific, Central and South America, Africa, and Cross-

National or Supranational studies. The following populations and concepts were emphasized:

students, educators, including preservice teachers, and curricula and policy. A qualitative

research strategy was used, and the researchers identified relevant themes in global education

research. Findings of this systematic review revealed that in some areas of the world national

identity, politics, and economic issues are the focus of GCE. In other areas, however, promoting

tolerance, cultural awareness, advocacy, and environmental issues were the focus. Moreover,

GCE was often adapted consistent with local and regional priorities, and education related to

topics such as travel, technology, and the homogeneity of developed countries is often

intertwined within legitimate global citizenship education. In fact, research findings indicated

that much prior research has focused on homogenous populations and has ignored social

differences (p. 180). Goren and Yemin (2017) asserted that the findings of the study highlighted

a necessity for both scholars and policy makers to use clear language and context when planning

for global education. The researchers recommended that scholars within this field should clearly

identify theoretical frameworks and definitions specific to research endeavors in order to

differentiate among various similar terms, as these differ depending on geographical region.

Goren and Yemin (2017) concluded that greater understanding of globalization is needed and

that gaps exist in theory, practice, and research.

Apple (2011) likewise addressed concepts of globalization and global education. In a

recent paper that addressed critical education theory and policy, Apple (2011) noted that

numerous, complex and integrated global forces continually influence the dynamics and structure

of education. Among these are the social, economic, political and ideological forces throughout

12

the international community. Apple (2011) emphasized the complexity of global realities and

cautioned against the homogenization of educational policies, practices and curricula that benefit

the privileged and result in marginalization of those without privilege. He also cautioned about

using the concepts of globalization and global education as simple rhetoric or mere slogan.

Rather, a range of critical tasks and responsibilities related to global education are crucial for

educational leaders to undertake. Among these are the requirements to make global education

action-based and connected to actual social and economic realities. Moreover, action-based

education must be connected to social movements that result in transformation of communities.

Apple (2011) suggested that additional resources are needed, empirical research is warranted,

and additional work is needed to develop relevant and meaningful critical theory consistent with

global realities.

In a conceptual paper, Landorf and Nevin (2007) used a discursive method to explore the

differences, similarities, and best practices from two areas of education – inclusive education and

global education. Findings revealed many similarities and complementary goals. For instance,

“one goal of both global education and inclusive education is the attainment of respect for

oneself, one’s environment, and one’s interconnected world” (p. 711). Furthermore, the core

principles of both educational fields emphasize social justice. The authors contended that the

intersection of inclusive education and global education can assist students to experience and

gain a respect for the “other”. Landorf and Nevin (2007) encouraged educational leaders to

incorporate views from both of these educational fields in order to “create a larger and larger

circle of awareness in which people are capable of interacting positively with others who are

different” (p. 718). The scholars recommended that educational leaders from both global and

inclusive education can benefit from “a mutually beneficial research agenda and knowledge

base” (p. 720). This learning can offer an opportunity for change in educational practice.

Furthermore, global educators and inclusive educators can develop professional practice

standards that address the goals of each field – affirming individual identity while maintaining

connection to the whole (p. 711). Landorf and Nevin (2007) contended that this outcome

exemplifies a more “robust notion of social justice” (p. 711).

13

Catholic Education

Catholic education literature - concepts and research. Marshall (2018) presented a

conceptual paper regarding the importance of considering religious dimensions when addressing

aspects of global education. She noted that religious institutions educate much of the world’s

population (possibly up to 50%). Marshall (2018) suggested that religious institutions often have

strong “moral underpinnings” and experience for resolving central challenges of global

education, as well as a long-standing commitment to education and learning for diverse

populations. Thus, dialogue with religious institutions is valuable, and input from religious

institutions should be sought in order to adequately achieve goals for global education. Marshall

(2018) further noted that “the extensive, complex networks of educational institutions run by

religious communities should be part of deliberate efforts to work toward global education

targets and goals” (p. 186). Educational leaders within religious, private education should be part

of the dialogue to improve the quality of global education. Marshall (2018) indicated that the

Catholic school systems are “among the largest and most significant” (p. 185).

In a qualitative study conducted by Schuttleoffel (2013), contemplative practices of

leaders from 10 education systems were explored as a means of demonstrating Catholic

education identity. The population sample included Catholic education leaders in Australia,

England, and the Netherlands. Findings from this study revealed themes common among the

systems studied: the impact of the educator’s life story; leadership in Catholic education as a

vocation; relationships as a priority. The Catholic school leaders identified their role within

education as a vocation and ministry first. These Catholic leaders also recognized their roles as

individuals who contribute to faith formation, evangelization for parents, students, and teachers,

and a reflection of all doctrine of the Catholic Church. Due to the growing trend in cultural

diversity, this leadership role also includes cultural responsiveness. This study emphasized the

importance of cultural awareness for responsive leadership as a means of building quality

relationships among students, teachers, parents, parishioners, and community members.

Schuttloffel (2013) suggested that the findings from this study can be valuable in preparing

future leaders in Catholic education and in recognizing the relationship between character and

leadership. The researcher also asserted that this is important to develop leaders “capable of

responding to the mounting demands of Catholic school administration, including spiritual

leadership and cultural responsiveness” (p. 99). Schuttloffel (2013) recommended that more

14

research is needed to recognize the challenges and opportunities presented by modern

phenomena such as globalization, technology, and social media within the Catholic education

system and its leadership.

In other literature that focused on Catholic education, Valadez and Mirci (2015) used a

duoethnographic approach to explore differing perspectives regarding a socially-just model for

Catholic education. The authors agreed that an education built on social justice principles

supports academic goals, equips students to work for the common good, and addresses social

injustices within society (p. 155). Valadez and Mirci (2015) also concurred that a focus on social

justice, namely Catholic Social Teaching, assists schools to address “root causes” of

disenfranchisement and focus on the “other” in society to develop concern for our neighbors and

create commitment to justice and fairness (p. 164). The authors concluded with 10 practical

recommendations for a socially just model for schools rooted in Catholic social teaching: a call

for virtue; involving stakeholders in discussions that deconstruct the purpose of schooling;

shifting from standardization to personalization; creating schools that are liberating; learning the

difference between charity and social justice; implementing a problem-posing pedagogy;

creating a school culture of inclusivity and cultural responsiveness; creating conditions for a

socially just education; guiding educators to be reflective practitioners; and encouraging

educators to become systemic thinkers (p. 171-173).

The most comprehensive description of the Church’s principles and doctrine related to

global citizenship is embodied in the publication entitled Seven Themes of Catholic Social

Teaching (Themes, USCCB, 2005). The Themes are the foundation for social action and justice

in the Church and are included in the curriculum of Catholic education. These Themes (USCCB,

2005) are as follows: Life and Dignity of the Human Person; Call to Family, Community, and

Participation; Rights and Responsibilities; Option for the Poor and Vulnerable; Dignity of Work

and Workers Rights; Solidarity; Care for Creation. The implementation of the Themes fosters

development of individuals who have respect for all cultures and people, function with optimal

awareness, and serve as active global citizens. The Themes also promote the development of

individuals who investigate and act on local and global issues.

15

Instructional Frameworks of Global Citizenship

Given the findings from contemporary literature on the phenomena of globalization,

global citizenship, and global education, educational leaders have initiated the work to construct

curricula and propose instructional frameworks incorporating these concepts. The following

section includes recent literature highlighting examples of instructional frameworks and

strategies in which aspects of global education and global citizenship are described.

Suarez-Orozco (2005) presented a case study to demonstrate an example of a school that

effectively implemented aspects of global education. The school, which was an experimental

high school in Sweden, was purposefully chosen for the study because it was considered “a

microcosm of the classroom of tomorrow” (p. 211). This high school contained a diverse

population of students. Forty percent of the students were foreign-born or children of foreign-

born parents, and more than 80% of the students were from immigrant and refugee origin. Two

domains that define global education were emphasized: difference and complexity; and these

domains were exhibited through a biology unit, as well as a culture and geography project. The

author found that teachers addressed complexity and difference by utilizing the following

specific “forces that define globalization”: increasing diversity, increasing complexity, the

premium on collaboration, the need to take multiple perspectives on problems, and the premium

on moving across language and cultural boundaries (p. 211). The diversity of the student body

and a focus on collaboration supported an acceptance of difference when problems are presented

through instruction. Students were able to access deep learning from considering multiple

perspectives. Students completed collaborative, interdisciplinary, internet-based research projects

designed to enhance student engagement through team-teaching, instructional innovation, and

media literacy (p. 210). The author noted: “what struck me about this classroom was [that] an

experienced teacher enabled a highly heterogeneous group of students to sustain a deep

engagement with complex interdisciplinary materials” (p. 211).

Noting that national boundaries have essentially been removed economically, politically,

and socially, and we have entered a global culture, Landorf, Rocco, and Nevin (2007) addressed

strategies to support global education. The authors asserted that contemporary teachers are

unprepared to deal with the complexities that represent diversity and globalization, including

racial, ethnic, linguistic, and ability complexities. Moreover, these scholars contended that

teacher preparation programs need to address social justice by emphasizing respect for all people

16

within a global society. Therefore, cultural awareness and perspective has become vital to

address in teaching and learning. Four strategies for use in teacher preparation were developed in

order to maximize the learning of global awareness. These four strategies include: Visual

Teaching Strategies, Using the City as Text – Service Learning, Problematizing the Universal

Declaration of Human Rights (UDHR) and Other International Documents, and Cross-Cultural

Online Dialogue.

One of the strategies promoted by the authors, Cross-Cultural Online Dialogue, used

interactive dialogues through an online forum. US students at Florida International University

discussed important global or educational issues with students from a country in the Arab or

Muslim world. A question was posed online and students from both countries engaged in a

written dialogue about the issue to create cross-cultural communication. This strategy was found

to be particularly beneficial for preservice teachers. In opening conversation with “the other” and

in “interacting with those who were different from themselves, [they came] to appreciate and/or

accept the nature of values as they are manifested across cultures” (Landorf, Rocco, & Nevin,

2007, p. 51).

Kilpatrick (2010) was also among researchers who addressed global education. Using a

qualitative case study approach, this researcher sought to understand the implementation of

global education in two high schools in the US state of Massachusetts. One school was in a

suburban setting; the other school was located in an urban setting. Using 12 open-ended

interviews, Kilpatrick (2010) identified interviewees definitions and perceptions of key

competencies of global education and global citizenship. The findings from this study revealed

multiple key differences between these schools. For instance, the suburban Massachusetts school

contained both a travel and foreign language component as part of the global education program.

Students and adults recognized that privileged students had both financial and academic access

to the program. Moreover, access to the global education program existed because the student

population was generally more high achieving and the school did not have to focus on passing

state-mandated assessments. Students were required to complete international travel with the

expectation that service would be a component of this travel. Leaders of the program recognized

that global citizenship would assist students within the global market, and they recognized its

impact on individual and social development. Students and teachers alike identified the

importance of gaining knowledge and skills in cultural awareness. However, concern was

17

expressed for the lack of common language, the challenge of financial and academic accessibility

for some students, and the inability to truly measure global competency skills (Kilpatrick, 2010).

On the other hand, in the urban school, global education was proposed by the

superintendent and supported by several “grassroots” teacher networks, an International

Baccalaureate (IB) program, and Chinese language program. Unlike the suburban school, the

program was not mandated. This school encountered multiple internal and external challenges.

For instance, state mandated testing was a priority for the urban school to assure on-going

accreditation. This emphasis limited instructional time allocated to the global education aspects

of the curriculum. Additionally, challenges included inability for students to travel due to their

lack of financial resources and lack of funding by the school system. Varying definitions of

global education and citizenship existed, and these were often derived from teachers’ personal

background and experiences. Furthermore, teachers assumed that students understood they were

receiving a global education because the student population was diverse. Rather than adopting a

programmatic approach, the content for global education existed in limited courses, such as

social studies or foreign language courses (Kilpatrick, 2010).

Overall, Kilpatrick (2010) identified a lack of clarity for definitions of global education

and global citizenship. She suggested that this has uncertain and/or negative impacts on student

outcomes and asserted that common language and definitions are necessary (Kilpatrick, 2010).

Broad conclusions from her study indicated that schools, whether suburban or urban, need

“clarity, structure, framework, accountability, and financial support” to obtain results when

implementing global education programs (p. 260).

In another study, Besnoy, Maddin, Steele, and Eisenhardt (2015) used mixed methods

research to assess outcomes in an international education program at a Catholic middle school in

Cincinnati, Ohio. The program, called The Friendship Journey, created student ambassadors who

attended schools in other countries for approximately three weeks. The mission of the program

was to “provide students the experiences that prepare them to live in harmony in a world that

respects differences among people” and to “recognize that the world is much bigger than their

local community” (p. 45). Furthermore, the program was intended to support social justice by

offering students the opportunity to experience relationships with people from other cultures and

countries. Both qualitative and quantitative findings of this study indicated that this experience

positively impacted students' understanding and appreciation of multicultural perspectives and

18

their identity as global citizens. The qualitative aspect of the study revealed four unique themes.

Students gained the ability to overcome language barriers, recognized differences and similarities

amongst themselves and guests, maintained open-mindedness, and saw themselves as world

citizens. The quantitative survey results indicated the program supported the development of a

global perspective. The overall findings were also consistent with faith-based values of Catholic

education. “The tangible connections they [the students] formed produced young people who

have a great appreciation for our global community” (p. 68).

Service-learning as an aspect of global education has been recommended for facilitating

development of global citizenship competencies. Recent literature and other research studies

reflect this perspective. For instance, Bamber and Hankin (2011) used an ethnographic case-

study approach to explore student learning outcomes of a local service-learning initiative within

an undergraduate education program. In this program, entitled The Notre Dame Global

Education Project, students were taught theoretical content related to “exploration of

frameworks for citizenship, education for citizenship, and global citizenship education” (p. 194).

The theoretical component of the course was followed by a service-learning component intended

to “direct students’ classroom learning to address the needs of relevant communities” (p. 192).

This component, based on transformational learning theory, offered students a structural

opportunity to form a reciprocal relationship with a community partner in order to address a

relevant local community issue. Applying transformative learning is intended to change one’s

perspective and shift one’s view of the world around them (p. 195). For transformative learning

to be successful, students had to challenge personal assumptions and stereotypes, embrace

personal experiences and feelings, and engage in the narrative of the other (p. 202). Findings

from post experience interviews revealed 75% of students experienced perspective

transformation in at least one of the following categories: political, moral, intellectual, cultural,

personal, or spiritual transformation (Bamber & Hankin, 2011, p. 198). The authors

acknowledged the importance of multiple ways of knowing and concluded that the skills and

values for transformational learning in a local context are not dissimilar from international

service-learning. Moreover, the researchers contended that this form of learning enhances critical

thinking and promotes “soft” skills that are part of global education competencies.

Butin (2007) argued for a form of experiential learning that extends beyond the common

notion of service-learning. This framework encompasses community-based service-learning with

19

a justice-oriented perspective to better engage students and promote deeper learning. Butin

(2007) asserted that service-learning is often associated with a “charity” component, while social

justice promotes activism. He proposed reframing how these are discussed to disrupt the

“unacknowledged binaries that guide much of our day-to-day thinking and acting” (p. 180).

Justice-learning would allow for a breakdown to create transformative change and open

discussions and reflections regarding the complexity of the world and knowledge gained through

experience. Justice-learning offers another opportunity for students to encounter components of

social justice, social teaching, and global citizenship to explore the complex world and utilize the

resulting skills in a relevant manner.

Summary and Recommendations

Based on review of contemporary literature, the evolving phenomenon of globalization

necessitates attention within education. Although multiple definitions and descriptions for global

education have been proposed, its complexity and a need for consistent definitions are evident.

Additionally, significant gaps in theory, practice and research exist. Service learning, as an

action-oriented educational approach, has been used to narrow the theory and practice gap and

shows promise in transforming perspectives, fostering critical thinking and accountability, as

well as promoting global education competencies.

Leadership is essential for facilitating global education outcomes, and educational leaders

are in a unique position to achieve this goal. Moreover, specific attention by education leaders to

the narratives of social responsibility offers a lens for addressing the moral imperatives

associated with global citizenship. However, challenges remain. Among these are a paucity of

resources and lack of specific educational models. Both the Catholic Church and Catholic

education support a global perspective through the Seven Themes of Catholic Social Teaching

(USCCB, 2005), and efforts and recommendations have been made for socially-just models

within the Catholic education system. Catholic education must continue to meet this challenge of

addressing globalization and global citizenship for its students. The relationship between global

education competencies and Catholic doctrine and teaching and the role of leaders in the

Catholic education system in promoting global citizenship learning outcomes are two areas that

warrant such research.

20

Chapter 3

Methodology

Purpose of the Study

The purpose of this study was to examine experiences and perspectives of Catholic

school administrators regarding the phenomenon of globalization. This study explored Catholic

school administrators’ articulations of globalization, global citizenship, and global competencies.

Further, this study identified current practices within the Catholic school system that foster

global citizenship.

Methodology for conducting this study is outlined as follows. First, the design of the

study is discussed. Decisions regarding sampling participants, data collection, and data analysis

are described. Finally, the methods for preserving qualitative validity and reliability are

addressed.

University research guidelines require that the researcher complete Institutional Review

Board (IRB) training before beginning the study. Official IRB certification (see Appendix A) and

approval (see Appendix B) was obtained prior to initiating the study.

Research Design

A phenomenological research design was used. According to McMillan and Wergin

(2010), a phenomenological approach is used when the researcher is exploring the sense people

make of a phenomenon, how experiences are interpreted, and how people define terms and

conceptualize their experiences. “The point of view of the individuals studied is critical to this

understanding” (2010, p. 89). The phenomenological approach was used to examine

administrators’ perceptions and experiences regarding globalization, global citizenship, and

global competencies in Catholic schools.

Research Questions

The research questions addressed in this study are as follows:


citizenship, and global competencies?


to globalization, global citizenship, and global competencies?

21





Site/Sample Selection

Purposeful sampling was employed to select participants for this study. “Purposeful

sampling is based on the assumption that the investigator wants to discover, understand, and gain

insight and therefore must select a sample from which the most can be learned” (Merriam &

Tisdell, 2016, p. 96). Eleven Catholic school administrators from 10 Catholic schools in the

Richmond Diocese participated in this study. Inclusion criteria for the study consisted of the

following: currently employed as an administrator in a Catholic school within the diocese of

Richmond, in either a JK-8, JK-12, or 9-12 school, and a minimum of three years of experience

in the Catholic school system. The goal was to achieve variation in the sample to represent

participants with varying periods of time as an administrator in the Catholic school system,

varying experiences, and varying years in the Catholic school system.

Recruitment of potential participants was accomplished by providing information about

the study to all Catholic school administration offices in the diocese. This information was

disseminated using direct contact via email by the superintendent of the Office of Catholic

Schools. Those interested in participating in the study or who may have questions about the

study were asked to contact the researcher directly to ascertain whether inclusion criteria were

met and to complete the informed consent process.

Instrument Design

Prior to initiating the proposal for this study, the purpose statement, research questions,

and interview protocol (see Appendix C) was vetted by experts who provided constructive

feedback. The interview protocol was then revised based upon this feedback. The interview

protocol was also field tested prior to data collection. Further revisions were made to the

protocol to ensure that questions did not contain bias or were not constructed in a manner that

would lead participants in their responses. Table 1 demonstrates the correlation between

interview questions and the research questions.

22

Table 1

Relationship Between Research and Interview Questions



Interview Question Purpose

What are your understandings of the following terms?

● Globalization,

● Global citizenship,

● Global competencies

Perception

Are there key learnings or events that have informed these

understandings?

Perception; experiences

What are your understandings regarding the characteristics or

traits of exemplary, globally-competent schools?

Perception

2. What are the programs, practices, and guidelines utilized in Catholic schools related to

globalization, global citizenship, and global competencies?


Does your school offer specific courses or programs that

promote global awareness/citizenship/global competences?

Current Practice

Describe applicable staff-training that has been or is being done

in your setting to build and develop global citizenship/

competencies?

Current Practice

Describe some examples of student behaviors and or skills that

represent global citizenship/global competencies in this school.

Are there specific outcomes that define success for your students

in a globalized society?

Current Practice

3. What are Catholic school administrators’ experiences implementing programs, practices,

and guidelines related to global citizenship?


Describe your experiences related to implementing programs,

practices, and/or guidelines related to global citizenship in this

Catholic school?

Experience

(continued)

23

Table 1 (cont.)




Describe personal and organizational supports and constraints

that have influenced the implementation of programs, practices,

and guidelines related to global citizenship/global competencies

in this school?

Experience

5. Conclusion


Considering your current role and the current programs in this

school, what are possible next steps/in what ways do you think

you can best foster global competencies and global citizenship in

this Catholic school?

Perceptions, experience,

Conclusion

Based on your perceptions and experiences, do you have other

specific ideas or recommendations that can be considered when

thinking about fostering 21st century Catholic education within a

global society?

Other thoughts related to this topic to share?

Perception, experience,

Conclusion

Data Collection

Data collection occurred over a two-month period. A variety of methods were used to

generate data. Participant questionnaires were used to obtain demographic information for

describing the study sample within the Diocese of Richmond. Data regarding school

administrators’ experiences were acquired through semi-structured in-depth digitally-recorded

one-on-one personal interviews with school administrator study participants who met inclusion

criteria. Interviews were conducted in person or using an online audio-video application. The

order of the questions was the same for each interview in order to ensure protocol consistency.

Additional questions were posed, as warranted, in order to explore context and meaning of the

administrator’s experiences or comments that were verbalized. Each interview was

approximately 20-40 minutes, depending on details of the responses. Permission was obtained

from each participant to contact him/her again if there was a need for clarification of any

information obtained in the interview session. Additional data were obtained through a document

24

review of school websites, field notes, and personal reflexive journaling. Review of school

websites was intended to explore content related to global citizenship ideals. Journaling or

logging was intended to support understanding and interpretation of the phenomenon under

study, as well as expedite an audit process of study methods and researcher decisions as needed

(Merriam & Tisdell, 2016, p. 252). These efforts supported triangulation, a qualitative process

that facilitates verification of data from two or more sources (Merriam & Tisdell, 2016, p. 244).

Using multiple and diverse sources of data allowed the researcher to explore and clarify

emerging themes regarding globalization, global citizenship, and global competencies within the

Catholic education system in the Diocese of Richmond.

Informed consent was verbally completed prior to each interview; permission was

obtained for use of digital recording during the interview. Anonymity was maintained throughout

the interview process. Each participant was assigned a pseudonym to maintain confidentiality.

Data were stored in a secure location on a password protected device.

Data Analysis Techniques

Demographic data were summarized, and information was used to facilitate attainment of

the goals for sample variation and to describe characteristics of the study sample in written

research reports. Digital recordings of participant interviews were transcribed into text format.

The researcher reviewed transcripts to ensure accuracy. Transcribed text served as the data for

analysis, along with field notes and personal reflection journal. Data were analyzed according to

methods and procedures outlined by Merriam and Tisdale (2016).

Multiple strategies were used to ensure rigor of research study processes and outcomes.

An audit process was implemented throughout the study to ensure adherence to Merriam and

Tisdale’s (2016) methods. Once transcriptions were complete, member checks were used to

facilitate participant validation of the interviews and to ensure internal validity. “The idea here is

that you solicit feedback on your preliminary or emerging findings from some of the people you

interviewed” (Merriam & Tisdell, 2016, p. 246). Member checks were offered to each of the

participants for transcribed interviews, and adjustments were made to any interviews as

necessary.

The process of coding was conducted after the transcribed interviews were read multiple

times using an iterative process so that the researcher could become familiar with the data from

25

the interviews. An open coding process, also using an iterative approach, was utilized to identify

themes and patterns within the transcribed interviews. Grouping of the codes, or analytical

coding, was conducted to identify categories of data. Analytical coding was utilized to determine

recurring patterns and themes in the interviews which had been conducted. This type of coding

and analysis was derived from reflection and interpreting meaning from the data that had been

collected (Merriam & Tisdale, 2016, p. 204).

Meetings with dissertation advisors were conducted, as needed, in order to review study

progress or discuss concerns related to the study. Data collection and analysis proceeded until

data saturation was achieved.

Timeline

The researcher completed a preliminary examination of the literature during September,

2019. A prospectus examination was presented in September of 2020 for approval and feedback

from the dissertation committee. The researcher received permission from the superintendent of

the Diocese of Richmond, and once completion of the IRB process was received, interviews

were conducted in November and December 2020 and early January 2021. Interviews were

transcribed from November 2020 through January 2021. Interview data were coded and analyzed

in January of 2021, and the conclusions and implications of this study, found in Chapters four

and five, were summarized during February, 2021. This study and its findings will be presented

to the university committee on April 8, 2021.

26

Chapter 4

Results


school administrators regarding the phenomenon of globalization. Specifically, this study

explored Catholic school administrators’ articulations of globalization, global citizenship, and

global competencies. Further, this study identified current practices within the Catholic school

system that foster global citizenship.

Eleven administrators from the Diocese of Richmond, Virginia were interviewed, nine

were principals and two were assistant principals. One principal was responsible for two single-

sex high schools, one was an all-girls’ school and one was an all-boys’ school. The other ten

administrators were leaders in schools that were pre-kindergarten to grade eight. To triangulate

this study, the researcher also examined the content of school documents posted on school

websites and used a reflexive journal throughout the data collection and data analysis processes.

Research Questions

This research study addressed four research questions:









Pseudonym Codes

Pseudonym codes were assigned for each participant and school.

● A “P” indicates a principal.

● An “AP” indicates an assistant principal.

● An “S” indicates a school.

Each participant or school was also assigned a number to maintain organization of data and

preserve confidentiality.

27

School Websites

The researcher examined the website of each participant’s school to determine whether

ideals related to global citizenship or content consistent with global competency concepts were

evident. Mission and vision statements, as well as home pages, messages from principals, and

other relevant information were reviewed. The structure and content of school websites varied.

While all websites contained a mission statement, only some had a message from the principal,

core values, or other information that was pertinent to concepts of global education. The

following table summarizes this information.

Table 2

Review of School Websites

School Mission and Vision Statement Other Information

S1 ● Mission referenced a diverse

school community

● Vision referenced success in a

diverse and democratic

society and cultivating an

ethnically diverse student

body

A philosophy was noted that encouraged the

following through the Gospel message and

Catholic value

● “diversity of cultures and creeds” to

“foster acceptance and respect”

● Stewardship of the environment and

global resources

● Preparation for “moral dilemmas and

difficult situations that will arise”

S2 ● Mission stated “instilling

acceptance, respect and

compassion; preparing

students to be advocates,

leaders and stewards;

producing collaborators,

achievers and creators, to

make a difference in our

world.”

● Vision referenced excelling in

a “diverse world” and a

promotion of alumni impact

on the community through

service and discipleship

Core Values of the school were also listed on

the home page. These included statements

related to the following:

● A value in Christ that fosters

acceptance, respect, and compassion.

● A focus on community that

encompasses advocating, leading, and

being stewards.

● A recognition of scholars as being

collaborators, achievers, and creators.

(continued)

28

Table 2 (cont.)


S3 ● The Mission of the school was

written as a message from the

headmaster stating “We form

Christian men of conscience,

discipline, and achievement.”

This message included

reference to the Catholic

Church as universal.

● No vision statement was

posted.

No other relevant items were found on this

website related to global education ideals.

S4 ● The Mission of this school

indicated that the students will

be able “to answer the

challenges of a changing

world.”

● The Vision suggested that

students will go forward to

make a positive impact on

their communities.

Core Values included the following:

● Serving others

● Creation of a “diverse, nurturing, and

inclusive community”

● Respecting others and self

● Stewardship

S5 Both Mission and Vision statements

included language that references

students positively impacting and

inspiring the world around them.



S6 Neither the Mission or Vision

statements referenced any global

education ideals. The Mission

statement indicated that the school

is empowering students to be

leaders.

The website included a letter from the

principal, which included that the school

participates in the Leader in Me program,

which fosters qualities of leadership,

including respect.

(continued)

29

Table 2 (cont.)


S7 ● The Mission of the school

included that students will be

dedicated to “social

responsibility.”

● The Vision statement

described qualities of

“innovative, critical thinkers

in order to successfully

compete on a global scale.”

This website contained a philosophy, letter

from the principal, and profile of a graduate.

● The philosophy of learning mentioned a

use of technology.

● The principal’s letter acknowledged a

diverse student population, as well as

welcoming those of other faiths.

● The profile of a graduate indicated that

graduates will value academic

excellence and be students who can

think, solve, and create, as well as be

socially involved in their communities

showing empathy and respect.


stated that it is “an

academically competitive

learning environment” where

students are “contributing

members of their church and

society.”

● The Vision statement

mentioned the concept of a

competitive environment, but

one in which students will

grow in stewardship.



S9 ● The Mission statement

included that students will be

challenged to be “servants

who care for others” with

“respect” and “service that is

rooted in Catholic teaching.”

● The Vision included that this

school’s students will use

“21st-century skills” and are

“inclusive in a diverse

community.”

Introduction information included graphics

on student body diversity and a commitment

to conducting “positive change” in

communities.

(continued)

30

Table 2 (cont.)


S10 ● The Mission statement did not

specify any global education

concepts.

● The Vision indicated that

students will be “life-long

learners who will make

responsible decisions.”

This school listed “Themes of Faith” listed

for the last three school years. The theme for

the 2020-21 school year are the Seven

Themes of Catholic Social Teaching, which

include ideals of global citizenship in

solidarity and taking care of the poor and

vulnerable of the world.


indicated that it will

evangelize through

“exemplary teaching and

learning, worship, faith

formation, and discipleship

through service.” This school

indicated a recognition that

“God’s family” is diverse.

● No Vision statement was

found on the school website.

The principal’s message included the

following:

● Respecting differences of others

● Becoming “active citizens within

society”

● Emphasizing service to others

● Recognizing a “diverse community of

learners”

Summary of School Website Review

The mission statements of the schools varied regarding the educational concepts which

were emphasized, but values of the Catholic Church were reflected in all of them. Websites

reflected some content consistent with the concept of globalization and/or with ideals of global

citizenship; however, the most common references suggested service within the community,

stewardship, or preparation of students for a global society. A recognition of diversity and its

impacts within the community and a reference to qualities of respect and empathy also presented

among these websites as common themes.

Demographic Information

The researcher gathered demographic data for each participant. These data are displayed

in the following table.

31

Table 3

Participant Demographic Data

Administrator Type of School Years in Catholic

Education

Years in

Administration

P1 JK-Grade 8 18 10.5

P2 JK-Grade 8 20 11

P3 2 single sex 9-12

schools

10 16

P4 JK-Grade 8 8 8

P5 PreK-Grade 8 13 13

P6 PreK-Grade 8 7 4

P7 JK-Grade 8 12 10

P8 JK-Grade 8 23 23

P9 JK-Grade 8 6 3

AP1 PreK-Grade 8 19 9

AP2 JK-Grade 8 5 5

Individuals who worked in the Catholic school system for at least three years and were

serving as current administrators within a school in the Diocese of Richmond met inclusion

criteria for participation in the interviews. All participants, with the exception of one, worked in

a school that served students in early education through grade eight.

Participant Interviews

The researcher conducted participant interviews using a pre-developed, semi-structured,

open-ended interview schedule. Queries for each participant were identical to ensure

consistency. The interview was organized according to the study’s research questions, and each

of the following four categories were addressed: perceptions, experiences, current practices, and

conclusion.

32

Research Question 1

How do Catholic administrators understand the phenomena of globalization, global


A total of three questions were used to determine participant perceptions regarding

globalization, global citizenship, and global competencies. The first question required

participants to describe personal understandings of these three terms. A summary of responses is

displayed in the following table.

Table 4

Participant Definitions of Globalization, Global Citizenship, and Global Competency

Participant Globalization Global Citizenship Global Competency

P1 “An understanding or

awareness of place in

the world . . . related

to the place the student

was primarily

exposed.”

“Interaction and impact

of the student on the rest

of the world.”

Skills and awareness to be

an “effective human being”

in the world

P2 Used the description

of the “shrinking

world” to identify the

interconnectedness

between people in the

world and its impact;

“The idea of the

population of the

world being tied closer

together.”

Cultural competencies

and understanding

reciprocal nature of the

impact of people around

the world

No definition for global

competency was given

P3 Interconnectedness of

the globe and its

people through

technology and travel.

“The crossover

between different

areas of the globe

where you have

mixing of culture,

language technology.”

A “perspective” created

by building relationships,

studying cultures, and

accepting a “role as part

of a larger humanity.”

Understanding one’s place

as a citizen in the global

humanity and the “dignity

of other cultures and

people.”

(continued)

33

Table 4 (cont.)


P4 Referenced the

“shrinking world” due

to interconnectedness

through technology.

“The connectivity with

the technology that we

have in the world

continues to get

smaller and smaller.”

A responsibility due to

global interaction. “The

reality is that they

[students] are going to

interact with people from

around the world.”

Demonstrating awareness

and respect as a global

citizen. “An understanding

of the way that other folks,

the culture and values of

other places, other people

and how they intermingle

with our own, and not

necessarily that we adopt

those, but there, we're

aware of them enough to

respect them as we move

forward.”

P5 An awareness of the

world around one and

how affected by other

cultures. “Trying to

impart to the kids that

the world is more than

just their little bubble

that's around them and

to be aware of

everything that's going

on around them.”

One’s perception of the

world and one’s impact

on it in relation to the

growth and spread in the

world. “We're citizens of

the world just not citizens

of the United States. So

again, making people

aware that, that the world

is bigger than just what's

in front of you.”

An awareness of actions

impacting other areas of

the world and that those

actions could have

ramifications in other parts

of the world.

P6 Growth and spread of

ideas around the

world; “growth on a

worldwide scale”

The “interconnectedness

what something is what

people are doing on one

half of the world and how

they're connected with

someone else on another

half.”; exchange and

analysis of ideas

The skills and behaviors

related to thrive in a global

society.

P7 “Being able to do

what you do anywhere

in the world”, the

world as inclusive

A responsibility toward

one another.

Supporting and caring for

others or other countries in

our world

(continued)

34

Table 4 (cont.)


P8 Interaction across the

globe

A collaborative effort in

supporting and helping

other

Skills attained

P9 The growth and spread

around the world and

interconnectedness of

the world.

“Community not being

just the physical space

around me, but across

large vast areas of land

mass, across

continents, across

countries, across

cultures.”

The interactions and

impacts of people in a

global society and how to

play an active role in the

betterment of the world.

“How do I play an active

role in the betterment of

the global world instead

of just my small niche?”

Skills that will make one

successful in a global

society. “What skills do I

have that allow me to

successfully impact places

far beyond by physical

reach?”

AP1 The smaller, shrinking

world concept;

“Globalization means

thinking of the world

as a smaller

community as opposed

to how we used to

think of it in isolation

as individual units”

“We are all members of

the same world.”

An awareness of the world

and what is happening in it.

AP2 Increased interaction

of the people of the

world; “The world

nations are

increasingly

interacting with one

another, involved in

relationships, whether

you know be

economic

relationships, political

synthesis, just

increased interactions

among the nations of

the world.”

A responsibility to

support and help others.

“Having some notion that

we should care deeply for

others, not just here in

our local area, but for

beyond that.”

The skills in helping and

supporting others; “I think

having the tools that come

from the sort of

psychological intellectual

tools that come from

understanding the need to

care for one another.”

35

The second question sought to determine key learnings or experiences that informed the

participants’ definitions. A summary of responses for each participant is listed below.

● P1’s formulated these definitions through experiences with family relationship, travel,

and skills learned.

● P2’s primary influence in these understandings came from experiences in education

and earning advanced degrees.

● P3 was impacted by education, religion, and relationships in formulating these ideals.

● P4’s primary influence was the experience of living in another area of the country and

connection to those who travel.

● P5’s response was informed by travel within a previous job experience not related to

education, as well as education and skills that had been attained.

● P6 formulated these definitions by living and working in the education setting in

other countries, participating in professional development, religion, and the

attainment of advanced degrees in education.

● P7 gained insight regarding these ideas through modeling and skills that had been

learned.

● P8 formulated these understandings mainly through previous job experience in

educational settings.

● P9 was influenced by experiences in higher education and the program’s use of

technology, relationships with others, the global nature of the Coronavirus pandemic,

and professional reading and dialogue.

● AP1 was informed by travel and the ease of finding information via technology.

● AP2 gained these understandings through religion.

A final inquiry that addressed Research Question 1 focused on participant perceptions

regarding characteristics of an exemplary globally competent school. Responses are summarized

below:

● P1 indicated that a globally competent school would “spark interest” in its students,

as well as maintain a “conscious effort” to expose students to various cultures and

events around the world.

● P2 emphasized that global competence would be characterized by several criteria:

activities occurring outside of the school community to build awareness, be part of

36

the curriculum starting from the teachings of the Church, and explore culture. “I

would think ...there are ways to prove that you are working...outside of your contacts or

outside of your own bubble, your own community.”

● P3 emphasized that global competency would be characterized by an intentional

focus on global perspectives and systematizing these viewpoints through curriculum

development. “The members of that community, parents and teachers, have a global

perspective and are very explicit and thoughtful and intentional in passing on that

perspective to their students.”

● P4 indicated that global citizenship would be reflected in a curriculum that exposes

students to “outside ideas,” including “history” and “culture.” A globally competent

school would also have a “faculty that is knowledgeable” and an emphasis on

respecting all people in the same way “as you want to be treated.”

● P5 asserted that a globally competent school would need to be culturally diverse with

opportunities for students to be exposed and build awareness of other cultures. “I

would hope the school is diverse with as many cultures represented in the school as

possible...providing events...to recognize various cultures, giving [students] an

awareness of [global events] that are happening.”

● P6 focused on characteristics that required students to think from “different

perspectives.” This focus would result in students “increasing awareness” and “being

able to take action.” Another characteristic highlighted by P6 was the use of

technology.

● P7 indicated that these qualities would be reflected in the mission of the school and

that these qualities would also promote action by students.

● P8 emphasized effective leadership skills and indicated that leadership characteristics

would be reflected in faculty, curriculum, and mission of the school. “Do they have a

leader or leaders who allow their teachers to be the very best that they can be, that

[faculty have] tools that they need in the classroom, whether it’s technology...freedom

to teach a curriculum...freedom to make mistakes and learn from those mistakes,

and...also, are the teachers in that building invested in the philosophy, in the culture,

in the vision of the school?”

37

● P9 indicated that characteristics of such a school would have technology

“infrastructure” “to communicate across the globe,” possess “cultural competence”

and have a “growth mindset and openness” to develop student perspectives to adopt

different approaches in learning and problem solving.

● AP1 stressed diversity, cultural competence, and a use of a variety of teaching

techniques. “I would think they would be diverse, welcoming of different cultures,

different religions, different languages.”

● AP2 highlighted the fact that global competence begins locally. “Students have to

understand...how critical their interactions are...beginning with one another, here on a

local level.” AP2 also indicated that a globally-competent school would have a focus

on “respect” and “love” of others, as well as opportunities for exposure to “activities”

and “initiatives...beyond [the] walls” of an individual school.

Research Question 1 — Summary of Participant Responses

Five of the 11 participants discussed globalization as an “interconnectedness” (or other

similar term) of the world; five other participants described globalization using the phrases

“shrinking” world or growth and spread of ideas, people, culture, and the like around the world.

Three of the 11 participants highlighted awareness of the larger world, with culture as a primary

aspect of this. These participants also emphasized the impact technology has had on a globalized

world.

Regarding the concept of global citizenship, the ideas of interaction, impact and

responsibility among people and areas of the globe were mentioned most often. Global

competencies were described as defined tools or skills (for example, STEM) five times;

however, four participants suggested that global citizenship was characterized by “cultural

competence.” Participants also shared information regarding factors influencing their

understandings of these constructs. Notably, past education or some other form of learning

influenced the definitions and perceptions of six out of 11 of these participants. Also notable,

data from nine participants indicated that these individuals perceived that globally-competent

schools offer opportunities for students to be exposed to or build respect and awareness of

people, cultures, circumstances, and/or events beyond the confines of the school, including local

and global.

38

Research Question 2

What are the programs, practices, and guidelines utilized in Catholic schools related to

globalization, global citizenship, and global competencies?

To address this aspect of the study, the researcher asked participants to identify programs,

practices, and guidelines within their current school that may relate to globalization, global

citizenship, and global competencies. The focus of this series of interview questions was to

explore student courses and programs, faculty and staff training, student behaviors, and learning

outcomes. Table 5 outlines programs and courses available to students in these 11 schools.

Table 5

Courses or Programs Related to Globalization, Global Citizenship, or Global Competencies

Participant Courses or programs related to Globalization, Global Citizenship, or Global

Competencies

P1 Social Studies, specifically World History I offered to Grade 8;

Leadership opportunities, especially for Grade 8;

Cultural celebrations and events throughout the year (ex - Dia de las

Muertos, Mexican holiday Day of the Dead)

P2 Social Studies and Religion courses

P3 Social Studies and Religion Courses

P4 None

P5 Social Studies, specifically Civics offered to Grade 8;

Efforts to build awareness of other cultural practices have been integrated

mainly through Social Studies and Religion courses.

P6 Varying themes related to global citizenship have been integrated in course

content (example - varying genres of literature from diverse authors);

Efforts have been initiated to build awareness of global concepts in course

content.

P7 Offers a Project Based Learning (PBL) course

Student participation in service opportunities

P8 Opportunities exist through integration of technology;

Faculty implementing instructional best practices can result in the necessary

skills.

P9 None

AP1 Through foreign language courses which are offered

AP2 Social Studies, specifically World History I offered to Grade 8;

Through foreign language courses which are offered;

Exposure to students from other cultures exists within the classroom.

In addition to requesting that participants identify student courses and programs, a second

question queried participants regarding past or current teacher/staff training or professional

39

development in the areas of globalization, global citizenship, or global competencies. The

summary of responses related to this question follows:

● P1, P4, P5, P7, and AP1 indicated that no faculty or staff training had been provided

or completed recently that specifically related to these ideals.

● P2 and AP2 described a diocesan training in which faculty had participated; this

training highlighted ideals related to global citizenship, specifically ideals related to

cultural competence.

● P3 and P5 indicated that they had not participated in school-wide training related to

these topics, but the school currently promotes faculty and student programs

addressing social-emotional learning, key virtues, and leadership; these programs

incorporate aspects of global competence or citizenship, such the virtue of empathy.

● P6, P8, and AP1 described faculty and staff professional development opportunities

that support key skills needed for global competence; for example, these professional

development activities focused on topics such vertical alignment of curriculum

content, adoption of new resources, and instructional strategies and techniques.

● P6 and P9 indicated that technology training and professional development supported

global competency.

The final interview query for Research Question 2 addressed student behaviors and

learning outcomes demonstrating global citizenship and global competencies. A summary of

participants’ individual responses follows:

● P1 stated that student outcomes related to global citizenship and global competencies

had not been established; however, exposing students to these ideals was important

because a key goal of the school is providing high quality education to the

community.

● P2 indicated that student behaviors would be recognized through stewardship and

service. “One of our pillars is community and...being stewards of neighbors near and

far [is a quality of community focus]. I would say that the majority of our neighbors,

[for whom] we are stewards...are near.”

● P3 cited service as the main student behavior and indicated the outcomes were

described in the mission statements of the two schools. “It's embedded in both school

missions. The mission of the girls’ school is that they are prepared for anything that

40

they encounter in a changing world. And it says ‘world’ very intentionally...the boys’

mission [statement], forming men of conscience, discipline, and achievement-

conscience [which is] relating back to our religion and our theology curriculum, has

to be a global conscience, not just a locally-focused or myopic conscience.”

● P4 identified various student behaviors that denoted outcomes. These included

communication, service, an understanding of social justice, confidence, empathy,

comfortability with selves, knowledge of interactions with others, creativity, faith,

discipline, manners, understanding the value of work, creativity, and academics.

● P5 asserted that learning outcomes would be characterized by students visibly taking

an active role in the world around them through practicing service and charitable

giving. “It's hard to say specific outcomes. I think when you see them taking an active

role, caring, coming up with ideas, wanting to help...especially when they learn about

poverty.”

● P6 described student behaviors that embodied service, empathy, and use of

technology to understand local to global impacts. Outcomes included development of

larger perspectives and viewing each “story with a different lens.” This participant

also suggested that a “rubric” was needed to guide identification of behaviors and

outcomes.

● P7 suggested that exposure to service and charitable giving for those in need could

lead to student outcomes of further service and action. She indicated that the global

pandemic hindered the achievement of goals.

● P8 described that student behaviors related to respect for others and noted that

outcomes included an ability to think for oneself, be lifelong learners, use technology,

and be creative. “Do [the students] have the ability to think on their own, [have] they

added the ability...to be lifelong learners, and [do they] know how to research...?”

● P9 indicated student behaviors include the use of technology and a willingness to

learn; outcomes include faith, personal awareness, self-worth, intolerance of injustice,

morals, academics, and a love of learning. “I would say, first and foremost, that

[students are] grounded in their faith which really doesn't have to do with global

citizenry, but...with personal awareness and knowing who they are as people. And so,

41

because of that...they understand the self-worth of other individuals...they would be

less tolerant of injustices in other places in our global society.”

● AP1 suggested that student behaviors of acceptance and respect for all would lead to

the outcomes of “acceptance of difference” and “greater understanding...of cultures.”

However, AP1 also suggested that these outcomes would be “difficult to measure.”

● AP2 described that exposure to diversity and a focus on events related to cultures and

celebrating differences result in student outcomes such as respect, honoring diversity,

faith, values and morals. “We're trying...to embrace the notion that we're all different.

We're all diverse but we're all God-made...God-created; and with that

comes...responsibility...to value one another and to treat each other with love and

charity.”

Table 6

Summary of Student Behaviors and Outcomes

Participant Behaviors Outcomes

P1 Ability with language;

exposure to different cultures

Not really part of the school’s

mission; community

connection to quality

education

P2 Stewardship; service Local to global

P3 Service Preparation for anything they

encounter; conscience;

achievement-focused;

disciplined

P4 Social justice; service;

confidence;

empathy; comfortable;

communication; interaction;

creativity; faith

Faith; discipline; manners;

value of work;

communication; creativity;

academics

P5 Service; charitable giving Action

P6 Sense of Community; service;

impact on the world; local to

global idea; empathy; use of

technology

Different perspectives

P7 Service; charitable giving Action; service

P8 Respect Think on own; life-long

learners; use of technology;

creativity

(continued)

42

Table 6 (cont.)

Participant Behaviors Outcomes

P9 Use of technology;

willingness to learn

Faith; personal awareness;

self worth; intolerant of

injustice; morals; academics;

continue learning

AP1 Accepting/respect differences Cultural competence;

acceptance

AP2 Exposure for students; sense

of self; celebrations of

differences and culture

Respect; faith; honor

diversity; values and morals


As outlined in Table 5, many of the participants perceived that global education

constructs were represented in specific courses within their curriculum. For instance, five of the

11 administrators who were interviewed indicated that social studies courses, such as World

History I or Civics, fostered ideas of globalization, global citizenship and global competency.

Three participants indicated that religion classes and other experiences in their school exposed

these ideals. Two participants stated that foreign language was offered as a course that would

include these concepts, while two others indicated that no courses were offered that addressed

these concepts. Finally, three administrators stated that these concepts are “integrated”

throughout the curriculum, but they did not cite specific threads or benchmarks. Two participants

mentioned cultural celebrations as a means of fostering these ideas.

Professional training and development related to core education concepts is a crucial

aspect of program development. Notably, four of the 11 participants stated that they had not

participated in any relevant training related to these global education concepts. Two participants

remarked on a diocesan mandated training session that focused on cultural competency. Other

participants mentioned professional development opportunities that encompassed some facets of

global competency skills, such as technology.

Student behaviors are vital in understanding how students will utilize concepts of global

citizenship. Measurable outcomes denote achievement of global competencies. Commonly

identified behaviors among these participants included “respect,” “empathy,” and “acts of

service.” Participants described their perceptions regarding ideal learning outcomes; however, no

participant who was interviewed described specific measurable outcomes related to global

competencies.

43

Research Question 3

What are Catholic school administrators’ experiences implementing programs, practices,

and guidelines related to global citizenship?

The researcher asked each participant to identify and describe their experiences when

implementing programs, practices or guidelines related to global citizenship in their school.

Participant responses are summarized as follows:

● P2, P3, P7, and AP2 indicated that they had no experiences in implementing any

formal programs or practices related to global citizenship.

● P4 implemented a culture fair as a way of celebrating various cultures in a former

school. However, no programs have been formally implemented in the current school.

● P1 noted that teaching Spanish is a way he is able to address global citizenship.

● P5 noted the following examples as opportunities for global learning: language,

culture, service, and charitable giving. P5 also noted that attempts to provide

opportunities for global awareness were received positively from the school

community.

● P6 emphasized that skills supporting global competencies, such as STEM instruction

and technology, were included in the curriculum.

● P8 and P9 noted that skills supporting global citizenship are emphasized through the

use of technology as well as integrated in courses within the curriculum. P8 and P9

also emphasized that the main role of administration is to validate and support

teachers’ instructional practices.

● AP1 stated that a professional development training regarding English as Second

Language (ESL) was the only experience related to global competencies. No student -

oriented programs were identified.

44

Table 7

Experiences in Implementing Programs, Practices, or Guidelines

Participant Experiences in implementing programs, practices, or guidelines

P1 Teaching Spanish

P2 None

P3 None

P4 Culture fair/celebration at previous school

P5 Positive experience, Foreign Language, Culture, Service/Charitable giving

P6 Supported in the curriculum through STEM and technology

P7 None

P8 Affirmed existing instruction; Technology; Religion; Skills are integrated

within the curriculum

P9 Affirm practices of faculty; Integrated in coursework within curriculum;

Technology

AP1 ESL professional development training session

AP2 None


Of the 11 administrators who were interviewed, four indicated that they had no direct

experience in implementing programs related to global citizenship; two participants stated that

specific relevant skills for global competency (for example, STEM) were integrated within the

curriculum of their schools. Three participants emphasized the importance of technology and

highlighted their support of this in their respective schools.

Research Question 4

What personal and organizational supports and constraints have influenced the


The researcher asked each participant to consider personal or professional supports and

constraints which have impacted the development or implementation of programs, practices, or

guidelines related to global citizenship. The supports identified by each participant are listed

below.

● P1 - family support and community connection

● P2 - supportive perspectives of Catholic Church

● P3 - faculty experience

● P4 - no supports were discussed

45

● P5 - diversity that is encouraged and affirmed by the Diocese of Richmond

● P6 - resources are available on these topics to support global citizenship in instruction


● P8 - faculty experience


● AP1 - school trainings on instructional techniques and strategies

● AP2 - availability of resources and professional development

When the researcher queried participants about constraints, participants identified many

constraints related to developing and implementing global citizenship programs, practices, and

guidelines. Participating administrators discussed the following:

● P6, P7, P8, and P9 mentioned the impact of pandemic restrictions as a major current

constraint.

● P1 and P2 indicated that these concepts are not at the “forefront” for their school

communities; thus, none are emphasized.

● P4 and AP2 indicated that the current political climate is a deterrent for implementing

global citizenship programs or practices.

● P6 and AP1 stated that lack of funding deterred implementation of specific programs.

● P5 and AP1 indicated that no professional development has recently been available

for teachers or administrators to explore these ideas.

● AP1 contended that lack of diversity in the school community was a constraint.

● P6 noted that in addition to lack of funding, a lack of time to explore further

information and resources is a constraint.

● P3 did not identify constraints.

46

Table 8

Supports and Constraints

Participant Supports Constraints

P1 Family and community

connections

These topics are not at the forefront for

this school or community

P2 Supportive view from the Catholic

Church

These topics are not at the forefront or and

emphasis for this school or community

P3 Experience of school faculty No constraints mentioned

P4 No supports mentioned The current political climate

P5 Diversity is encouraged and

affirmed by the diocese

A lack of professional development at the

administrator level

P6 Resources available A lack of funding, lack of time, COVID-

19 public health restrictions

P7 No supports mentioned COVID-19 public health restrictions

P8 Faculty COVID-19 public health restrictions

P9 No supports mentioned Lack of knowledge and awareness by

educators; COVID-19 public health

restrictions

AP1 Previous ESL professional

development and instructional

strategies

Lack of funding, lack of professional

development, Lack of diversity in the

school community

AP2 Available resources and cultural

competency training offered by the

diocese

Political systems in place


Overall, most administrators indicated that primary supports included available online

resources, as well as supportive and knowledgeable faculty members. On the other hand, four

participants stated that COVID-19 public health restrictions negatively impacted development of

programs at the time of the interview. Lack of funding and a need to prioritize these educational

constructs were identified as constraints by two participants.

47

Concluding the Interview—Participant Recommendations

When concluding each interview, the researcher requested that participants provide

recommendations regarding the development and implementation of programs and practices

related to global citizenship and global competencies. The researcher also requested that

participants consider the “next steps” that could be initiated for fostering these ideals in their

schools. Key results of this query, as well as additional concluding comments, follow:

● Noting the benefit to the surrounding community, P1 stated that potential next steps

include an emphasis on STEM or trade programs. P1 also emphasized the global

nature of the Catholic Church, stating that it “really has a presence in almost every

country in the world.”

● P2 recommended that professional dialogue regarding these topics is necessary, as

well as identification of methods for integrating global citizenship and global

competencies into the curriculum. Benchmarks are necessary to measure student

outcomes in these areas. Teachers need preparation to have global citizenship and

global competencies at the “forefront of their minds,” thus, professional development

in these areas is warranted.

● P3 is currently impacting global citizenship and global competencies through

supporting curricular processes in “auditing, suggesting, and pointing toward

resources” and hiring faculty. “My best levers are to have impact on the leaders of the

building and make sure that they are growing in their global competency, so that the

work they do will have more of a globalization character to it.”

● P4 concluded the interview by indicating the importance of a “student-focused”

environment and by noting that the “duality” of the Catholic school system supports

both strong academic and faith education. Students who attend Catholic schools have

discipline, respect, work ethic, and use technology effectively. An effective

curriculum incorporates both global competence skill, as well as traditional

curriculum goals. “As a Catholic in terms of our religion, it’s kind of that duality...I

love the foundations [of Catholic education]...but we have to find creative ways to

meet [the needs of] our constituents.”

● P5 indicated that current COVID-19 public health restrictions hinder the ability to

address specific goals, including global citizenship and competencies. “....we are just

48

focused on getting through the day.” When possible, P5 aspires to incorporate more

cultural recognition and awareness. “[I] need to remind myself to expand those

different areas and do more than...just pictures on a bulletin board...that’s not really

teaching kids about different cultures.”

● P6 recommended that global citizenship and global competencies need to be part of

educator’s “agendas”, “planning”, and “conversations.” “Professional dialogue” is

also warranted so that educational leaders in the Diocese of Richmond can focus on

local strengths; these strengths can be expanded through “interconnectedness within

the diocese” and other areas. P6 recommended that professional dialogue should lead

to a “rubric” for necessary skills needed in a globalized society. However, “we can't

become globally competent or global citizens until we are one at home.”

● P7 suggested that expanding students’ experiences through communicating with a

“sister school” or a “pen pal program” would be beneficial. P7 cautioned that

implementing new programs or practices is challenging due to COVID-19 public

health restrictions.

● P8 indicated that professional development was a logical next step, as well as

working more closely with other schools in the diocese. These actions could possibly

expand to working with other schools in the country or around the world. P8 also

emphasized that although professional development is crucial, the school leader must

recognize that hiring practices, providing resources, and maintaining the Catholic

identity of the school are important. “My recommendation is...always make sure that

you're trying to move forward… [but] not straying away from our Catholic identity...”

● P9 proposed that professional development is the next step, specifically bringing in

“experts [skilled in the areas of global citizenship and global competencies] to talk

about possibilities, share stories, and successes from other schools.” In addition, P9

contended the global nature of the Catholic Church is a way to “spark” student

interest in other regions of the world.

● AP1 indicated that “sharing more global events” with students was important. AP1

also advocated for the necessity of integrating global citizenship and global

competencies into the curriculum. This participant noted that investigating the

49

possibility of a “global studies or world studies school” would be a possible draw for

the diocese.

● AP2 asserted that next steps should involve professional development and personal

learning in these areas, but noted that any implementation has to complement the

Catholic faith. Catholic school educators must first understand the faith to ensure all

learning and teaching is aligned with the Church. This participant posed a rhetorical

question: How does the notion of globalization “dovetail with the faith?”

Table 9

Next Steps

Participant Next steps

P1 STEM or trade programs

P2 Professional dialogue; integration into

curriculum; Identify benchmarks P3 Integration into curriculum; Leadership

impact

P4 Remain student-focused; Maintain traditional

Catholic school values

P5 Recognition and celebrating different cultures

P6 Professional dialogues, planning, and agendas

P7 Sister school or pen pal program

P8 Professional development; Partner with other

schools in diocese, then expand

P9 Professional Development

AP1 Share global events; Integration into

curriculum

AP2 Professional development; Personal learning

Summary of Participant Recommendations

A total of five participants indicated that professional dialogue or professional

development would be included as logical next steps for supporting global citizenship and global

competencies. Three participants indicated the need to integrate global competencies within the

curriculum. On the other hand, four participants also stressed that values of the Catholic Church

must be considered when global competencies are addressed in Catholic education.

50

Summary of Results

The interview text and website review revealed that participants possessed a fundamental

understanding of the phenomenon of globalization. Additionally, the text from school websites

and the eleven interviews demonstrated that participants valued ideals related to global

citizenship, and global competencies. However, practices and programs within each school

varied. Many participants indicated that these ideals were represented in courses such as

language or social studies. Others referenced a general “integration” in the curriculum or

described participation in school-wide or community-wide celebrations of culture. Relevant

training among the participants also varied, and most participants suggested they had not

experienced specific training regarding these concepts. Furthermore, experiences in developing

or implementing specific programs or practices aligned with global competencies also varied.

Some participants indicated they had no direct experience with this, while others suggested

these skills were integrated throughout the curriculum or represented through the use of

technology.

When asked to identify student behaviors and outcomes reflecting global citizenship and

global competencies, most participants described behaviors such as empathy and respect or

engagement in acts of service. These administrators recognized the positive capacity of current

faculty and acknowledged many resources available to foster global citizenship and global

competencies. However, constraints were emphasized, and these included lack of funding, lack

of professional training, and the fact that this content is not yet at the “forefront” of current

curriculum planning.

Notably, several participants indicated that pandemic public health restrictions were

major factors that impeded development and implementation of global competencies. The

participants suggested a number of next steps to support implementation of these constructs

within their schools. Professional dialogue and professional development were specifically

highlighted by many of the participants.

In Chapter five of this document, the findings are summarized, implications for Catholic

school educational leaders are presented, suggestions for future studies are offered, and personal

reflections are provided.

51

Chapter 5

Summary of Findings


school administrators regarding the phenomenon of globalization. This study explored Catholic

school administrators’ articulations of globalization, global citizenship, and global competencies.

Further, this study identified current practice within the Catholic school system that fosters

global citizenship. Eleven administrators, nine principals, and two assistant principals, from the

Catholic Diocese of Richmond participated in an interview to determine perceptions and current

practices within their schools.

Research Questions

The research was based upon the following research questions:









Findings

The perceptions and experiences of the participants varied. However, six distinct and

complementary themes describe participant experiences across these eleven settings.

Finding One

Varied but complementary definitions and understandings of educational constructs

related to globalization exist in this sample of Catholic schools. The texts from the participant

interviews and website document review indicated that the concepts were valued. For instance,

all school websites noted global citizenship or global competency ideals, such as “respecting

differences,” “cultivating diversity”, “inclusivity,” “commitment to 21st-century skills,” and

52

“answering the challenges of a changing world.” The interview texts suggested that participants

viewed globalization in two distinct but complementary ways. For instance, five participants

used terminology such as “interconnectedness”, but four other participants noted the concept of a

“shrinking world.” Three key perceptions described global citizenship; these included impacts of

one’s interactions around the world, the impact of actions on the global community, and a

responsibility for the well-being of others. Global competency, on the other hand, was

characterized by five participants as distinct “skills” and as “cultural awareness” by others.

Though these explanations were complementary, no evidence of a collective ideal for these terms

emerged from the data.

This finding is consistent with findings of contemporary literature. Specifically, Goren

and Yemin (2017) asserted that findings of their study highlighted the necessity for both scholars

and policy makers to use clear language and context when planning for global education. Goren

and Yemin (2017) contended that greater understanding of globalization is needed and that gaps

in theory, practice, and research should be addressed. Kilpatrick (2010) also identified a lack of

clarity for definitions of global education and global citizenship. This researcher suggested that

this lack of clarity has negative impacts on student outcomes and asserted that common language

and definitions are necessary.

Finding Two

Although global ideals are valued, programs and practices vary, are often inconsistent, and

these are often not explicit in this sample of Catholic schools. The 11 school websites

incorporated themes regarding globalization, global citizenship, or global competencies. For

instance, one mission statement indicated that a goal of its students is to “answer the challenges

of their changing world.” Another mission indicated that students would be able to “successfully

compete on a global scale.” Although these mission documents reflected language consistent

with global education constructs, four participants revealed that they had no experience in

implementing programs or practices directly related to the concepts. Similarly, 5 other

administrators suggested that these concepts were “integrated” within the curriculum or

addressed generally through “cultural celebrations.” However, evidence of explicit links of these

actions to global competency planning was not discussed or provided.

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Contemporary literature suggests that caution is advised when educators generalize these

critical concepts. For example, Apple (2011) cautioned against using global education concepts

in generalized terms. Moreover, Apple (2011) recommended that global education ideals be

action-based and connected to global realities. Apple (2011) emphasized the complexity of

global realities and cautioned against the homogenization of educational policies, practices and

curricula. Kilpatrick (2010) also recommended caution in generalizing these constructs. She

asserted that schools need “clarity, structure, framework, accountability, and financial support”

to obtain results through global education (p. 260). Furthermore, standards are needed so that

professional practices and specific programs can benefit student outcomes. Suarez-Oroco (2005)

provided an exemplar school that engaged in explicit and purposeful global education planning.

The author found that teachers addressed “forces that define globalization,” such as diversity,

complexity, collaboration, taking multiple perspectives on problems, and moving across

language and cultural boundaries (p. 211). The students within the school demonstrated

understanding of global citizenship and multiple global competency skills. Taken together, the

findings of these recent studies suggest that purposeful planning is necessary for effective global

education. Furthermore, intentional benchmarks and practices yield effective learning outcomes.

Finding Three

Professional development, specifically related to global education constructs, is inconsistent

within this sample of Catholic schools. Five of the eleven participants in this study could not

recall any relevant training or professional development in the areas of global citizenship or

global competencies. Two participants described a cultural competency training. Seven other

participants indicated that opportunities were fostered through training specifically related to

other areas of education, such as effective use of technology.

Landorf, Nevin, and Rocco (2007) contended that teacher preparation related to global

competencies is vital. Cultural awareness and perspectives of educators has become vital to

teaching and learning. Likewise, Landorf and Nevin (2007) suggested that professional standards

related to global education concepts are necessary. Capper and Young (2014) contended that

educational policies and practices need to be relevant for a globalized society. However, assuring

effective understanding of newly developed (and existing) standards, policies, and practices,

54

including those related to global competency, requires timely and appropriate professional

development and training.

Finding Four

No specific or measurable benchmarks related to global competencies were identified in

this sample of Catholic schools. Descriptions of student behavior and outcomes related to

global citizenship and global competencies varied among these participants. The qualities of

empathy and respect were highlighted positively by three participants. Acts of service, on the

other hand, were most often recognized as a student behavior or outcome that portray global

citizenship or global competencies. No measurable benchmarks or learning outcomes, specific to

global competency, were described by the participants.

Contemporary literature underscores the importance of achieving specific global

competency skills. For instance, Suarez-Oroco (2005) indicated that problem solving and critical

thinking within complex tasks, respecting multiple perspectives, engaging in collaboration and

communication were among critical skills denoting global competency. In addition, Zhao (2009),

Young (2010), and Apple (2011) suggested that when specific skills are identified and

instructional strategies to support active skill building are implemented, students are better able

to compete in an economic and social global society.

Finding Five

Values of the Catholic Church and ideals of global citizenship are complementary. The

content on all school websites in this study reflected that Catholic teachings, doctrine, and

identity were among the most vital aspects of the learning community. Likewise, texts from

participant interviews emphasized the importance of the values of the Catholic Church as a way

to support global ideals. Three participants specifically mentioned religion as a course that

included subject matter reflective of global citizenship and global competency skills.

Valadez and Mirci (2015) promoted ten recommendations for Catholic schools that

would support global competency skills. These recommendations, which reflect Catholic

teaching, emphasize social justice, inclusivity, cultural responsiveness, and a socially just

education. These recommendations are also consistent with ideals of global competency. In

addition, the Seven Themes of Catholic Social Teaching reflect global citizenship and global

55

competencies. These Themes recognize globalization and support principles of global

citizenship. For instance, the call to Solidarity is a focus on the global family, and Care for

Creation recognizes environmental stewardship; both of these Themes clearly reflect global

competencies and underscore the importance of a global community for Catholic schools

(USCCB, 2005). Thus, this foundational Catholic document has potential to enhance education

regarding important aspects global citizenship and global competencies, while simultaneously

maintaining consistency with Catholic school values.

Finding Six

Outreach and service are vital for facilitating global citizenship. Eight of eleven school

websites revealed content in their mission, vision, or school information highlighting the

importance of being an active member of society, engaging in stewardship, or serving others.

Likewise, during the interviews, six participants focused on the necessity of service as a specific

behavior characteristic of global citizenship. Other participants suggested “local to global”

conceptual thinking and suggested that serving the local community was a stepping stone to both

global thinking and action.

These findings are consistent with a study conducted by Bamber and Hankin (2011), who

found that global competency skills were fostered from participation in service learning

opportunities. Findings of their study revealed 75% of participating students were able to engage

in transforming their perspectives through in-depth, purposeful service-learning activities. These

researchers also contended that this form of learning enhances critical thinking and promotes

“soft” skills that are part of global education competencies. Similarly, Butin (2007) contended

that service learning opportunities, even within the local community, foster global competency

skills. Butin (2007) asserted when that intentional service activities are attached to learning,

global citizenship and global competencies in action are promoted.

Implications

Implication One

The diocesan or district curriculum specialist should conduct a curriculum review or audit

to identify current curricular threads and establish benchmarks related to global

competencies. Contemporary literature is replete with evidence indicating that the phenomenon

56

of globalization must be considered in the field of education (Friedman, 2005; Zhao, 2009).

Although participants in current study recognized the value and significance of both global

citizenship and global competencies and indicated commitment to the ideals of these concepts,

programs and practices within these schools varied or were inconsistent. Furthermore, no

evidence existed that an intentional curriculum review and curricular planning had been

completed in relation to these important concepts. Since education prepares students for

successful assimilation into a globalized society, the relevant educational constructs must be

reflected in values that are supported, content that is taught, and outcomes that are measured.

Specifically, global competencies are skills students must apply, and thus, curricula must

clearly indicate what students should know and be able to do in relation to these concepts.

Definitions of terms, a common language, and clarity of global competency skills are necessary

and should be incorporated within the various subject areas and standards of the curricula. And

since global competency skills are complex, a foundation must be established early, and critical

competencies must be purposefully threaded throughout all grade levels of a student’s education.

Thus, a curriculum review or audit would allow for these skills to be identified and then

expounded upon so that measurable benchmarks for specific grade levels would be specified.

Completing this work at the diocesan level is crucial because applicable Catholic values would

be incorporated. Moreover, the process would be efficient and effective, allowing teachers

students from all diocesan schools to benefit.

Implication Two

Diocesan, division, or school leadership should invest in or create professional development

opportunities that emphasize global citizenship and global competencies. These training

sessions should be provided for administrators, faculty, and staff. For curricular revisions or

new programs and practices to be effective and consistently implemented, professional

development must be offered for school leadership, teachers, and staff. Moreover, findings from

this study indicated professional development and professional dialogue would be next steps for

supporting global citizenship and global competencies. It is important to note professional

development and professional dialogue are complementary, since professional development

frequently fosters constructive dialogue and vice versa. It is also important to note that

professional development would that is ongoing and responsive to changing global dynamics

57

would maximally impact student learning outcomes. As one participant suggested during this

study, an important role of educational leaders is to continually validate and affirm effective

instructional strategies.

Implication Three

Diocesan and school leadership should utilize the Seven Themes of Catholic Social Teaching

as a framework for implementing social, cultural, and environmental aspects of global

citizenship. The Seven Themes of Catholic Social Teaching, described in Chapter 2,

demonstrate a framework established by the Catholic Church that supports concepts, ideas, and

actions related to global citizenship. These Themes include the following: Life and Dignity of the

Human Person; Call to Family, Community, and Participation; Rights and Responsibilities;

Option for the Poor and Vulnerable; Dignity of Work and Workers Rights; Solidarity; Care for

Creation. These Themes are comprehensive. However, in this study, no specific benchmarks

were cited by participants that addressed expectations for learning outcomes related to social

justice, inclusivity, equity, and the like — all hallmarks of global citizenship. In this study,

participants noted that the Catholic Church has a global reach. The Themes are a well-established

and well-known Church doctrine that is familiar to teachers and can serve as optimal guidance in

this arena.

Implication Four

Diocesan, division, or school leadership should incorporate service learning opportunities

in the curricula in order to support student understanding of and skills related to global

citizenship and global competency. Both school websites and individual participants identified

service as an important Catholic school value. Moreover, data from this study suggested that

participants recognized that service can be a positive behavior of globally competent citizens.

Service learning opportunities can provide a deeper understanding of and an opportunity to

practice skills related to global citizenship and global competency. While serving the local

community produces local outcomes, these activities also have global implications. Extending

global citizenship and global competency concepts to service learning experiences can facilitate

attainment of positive student behaviors and create long-term beneficial outcomes for the global

society.

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Recommendations for Future Studies

Contemporary educational leaders have an important role in preparing students to

become global citizens in the 21st century. Altogether these findings underscore the need to

address global citizenship and global competency in the educational setting. In addition to

recommendations that have been provided related to professional development, curriculum

review, and practice, a number of additional recommendations are relevant for future research.

These recommendations are as follows:

● Repeat the current study and increase the sample size of administrators or conduct

interviews across various Catholic dioceses, school divisions (public and private), or

independent private schools.

● Conduct a qualitative study with classroom teachers to explore implementation of

concepts related to globalization, global citizenship, and global competency within

the classroom environment.

● Conduct a qualitative study to explore the perceptions of stakeholders, including

education stakeholders and businesses, to identify knowledge and skills necessary for

a globalized society and economy.

● Conduct studies within schools that already utilize specific programs promoting

global competencies or global citizenship in a Catholic, public school or private

setting.

● Investigate how Catholic schools or diocesan curricula promote and utilize the Seven

Themes of Catholic Social Teachings to promote cultural awareness, social justice,

and economic equity.

● Investigate how Catholic school systems promote and utilize skills related to STEM,

business, communication, collaboration, and/or the economy to prepare students for a

globalized world.

Conclusion

The goal of the Catholic education system is to prepare students to become future citizens

of a global world, having the requisite knowledge, skills, as well as faith to carry on the mission

of the Church. Providing students, both in public or private education, with a rigorous curriculum

that includes attention to global citizenship and achievement of global competencies supports

59

this goal. This qualitative study explored the perceptions and experiences of 11 Catholic school

administrators regarding their understandings of globalization, global citizenship, and global

competencies. The findings highlighted in this paper are a summary of the key themes that were

identified. Implications for practice and professional development are discussed, and

recommendations for further research are offered.

Personal Reflection

Completing this research study was a rewarding experience and confirmation of my

career and vocational aspirations as an educator. Throughout my career and graduate education, I

have developed a passion for professional development and concepts related to global

citizenship, especially social justice. Completing this study has confirmed the necessity of

professional development and professional dialogues within the education field. In an ever

evolving world, professional dialogue and learning supports and guides educators to improve

instruction, teaching, and learning outcomes. The impacts of globalization are vital

considerations for the field of education in the 21st century. Creating and carrying out this study

has allowed me to see the role that the Catholic Church and my personal Catholic faith plays in

the larger world. I am proud to be part of an organization and community that values social

justice, service, and solidarity. Thus, I wish to pass these important values on to the students I

serve. Finally, this research and study has provided me with a valuable experience of interaction

with colleagues and professionals that otherwise I would not have had the opportunity to have in-

depth communication. Qualitative research also fostered an opportunity to gain differing insights

regarding education, and specifically Catholic education. I intend to use this research to serve as

a foundation for further investigation regarding how Catholic doctrine and teaching can guide

and improve curricular and instructional decisions.

60

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Appendix A

Institutional Review Board Certification

64

Appendix B

Institutional Review Board Approval

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Appendix C

Interview Protocol

Title of Study: Globalization, Global Citizenship, and the Catholic Education System

Date:

Place:

Interviewer: Carey Jacobsen

Interviewee:

Position of Interviewee:

Years in Catholic Education:

Years as an administrator:

Present/share the information/consent form and receive verbal consent from participant

Turn on the recorder.

Say: Thank you for meeting with me this [timeframe]. This interview today will focus on the

impact of globalization and global citizenship in the Catholic Education System. I am interested

in perceptions of administrators regarding global citizenship and global competencies and

current practices within Catholic education. The first set of questions will involve your

perception as a leader, and the following will focus on current practices in your school. This

interview will take approximately 1 hour. Thank you in advance for your participation and for

sharing your thoughts and experiences.

Perception

1. What are your understandings of the following terms?

● Globalization,

● Global citizenship,

● Global competencies

2. Are there key learnings or events that have informed these understandings?

3. What are your understandings regarding the characteristics or traits of exemplary,

globally-competent schools?

66

Current Practice

4. Does your school offer specific courses or programs that promote global

awareness/citizenship/global competences?

5. Describe applicable staff-training that has been or is being done in your setting to build

and develop global citizenship/ competencies?

6. Describe some examples of student behaviors and or skills that represent global

citizenship/global competencies in this school.

7. Are there specific outcomes that define success for your students in a globalized society?

8. Describe your experiences related to implementing programs, practices, and/or guidelines

related to global citizenship in this Catholic school?

9. Describe personal and organizational supports and constraints that have influenced the

implementation of programs, practices, and guidelines related to global citizenship/global

competencies in this school?

Conclusion

10. Considering your current role and the current programs in this school, what are possible

next steps/in what ways do you think you can best foster global competencies and global

citizenship in this Catholic school?

11. Based on your perceptions and experiences, do you have other specific ideas or

recommendations that can be considered when thinking about fostering 21st century

Catholic education within a global society? Other thoughts related to this topic to share?