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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
Globalization, Global Citizenship, and the Catholic Education System
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.
Globalization, Global Citizenship, and the Catholic Education System
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….
vi
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
Research Questions ................................................................................................................... 26
vii
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
Research Question 2 ................................................................................................................. 38
Research Question 2 — Summary of Participant Responses ................................................... 42
Research Question 3 ................................................................................................................. 43
Research Question 3 — Summary of Participant Responses ................................................... 44
Research Question 4 ................................................................................................................. 44
Research Question 4 — Summary of Participant Responses ................................................... 46
Concluding the Interview—Participant Recommendations...................................................... 47
Summary of Participant Recommendations .............................................................................. 49
Summary of Results .................................................................................................................. 50
Chapter 5 Summary of Findings ................................................................................................... 51
Research Questions ................................................................................................................... 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
ix
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
1
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
2
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
3
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
4
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
5
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?
6
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.
7
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.
8
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.
10
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.
11
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:
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?
21
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?
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
1. How do Catholic administrators understand the phenomena of globalization, global
citizenship, and global competencies?
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?
Interview Question Purpose
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?
Interview Question Purpose
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.)
4. What personal and organizational supports and constraints have influenced the
implementation of programs, practices, and guidelines related to global citizenship?
Interview Question Purpose
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
Interview Question Purpose
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
The purpose of this 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.
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:
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?
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.)
School Mission and Vision Statement Other Information
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.
No other relevant items were found on this
website related to global education ideals.
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.)
School Mission and Vision Statement Other Information
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.
S8 ● The Mission of this school
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.
No other relevant items were found on this
website related to global education ideals.
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.)
School Mission and Vision Statement Other Information
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.
S11 ● The Mission of this school
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
citizenship, and global competencies?
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.)
Participant Globalization Global Citizenship Global Competency
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.)
Participant Globalization Global Citizenship Global Competency
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
Research Question 2 — Summary of Participant Responses
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
Research Question 3 — Summary of Participant Responses
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
implementation of programs, practices, and guidelines related to global citizenship?
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
● P7 - no supports were discussed
● P8 - faculty experience
● P9 - no supports were discussed
● 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
Research Question 4 — Summary of Participant Responses
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
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 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:
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?
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.
53
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.
58
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
65
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?
Recommended