A Qualitative Review of One High School Global Competency Diploma Program and Its Implications for Critical Global Citizenship
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Authors
Boucher, Deidra
Date
2025
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
This study examined a global citizenship program in a U.S. public high school,
analyzing its role in fostering critical global citizenship. Global citizenship education
(GCE) has gained prominence in secondary and post-secondary institutions over the last
two decades in response to the expansion of globalization. Yet, GCE learning outcomes
often reflect hegemonic, neoliberal, or Western-centric viewpoints, prioritizing students’
preparation for competition in the global market over engagement in social justice causes.
This study draws on critical theory and Byram’s (2008, 2013) theory of intercultural
citizenship education to assess the program’s curriculum, organization, and alignment
with 21st-century education frameworks and world language standards. The study also
examines obstacles to program accessibility that may inhibit student participation.
Through a phenomenological approach, data was collected via anonymous online surveys
from 44 participants, incorporating perspectives from alumni, students, teachers, and
counselors on their experiences with the program. The findings revealed that the program
influenced students’ college and career trajectories, world language application, and
worldviews, shaping their involvement in global issues in the long term. The research
underscores the value of a multidisciplinary, experiential, and transformative approach to
GCE, requiring critical reflection, second language acquisition, and social engagement.
The findings inform stakeholders of recommendations for program improvement,
including student accessibility concerns, and contribute to the broader discussion of GCE,
suggesting policy considerations for establishing K-12 programs.