Justice-oriented global education within three world history teachers' worldviews and practice

Abstract

PurposeThe purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice.Design/methodology/approachThis qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching.FindingsThe findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and marginalization of non-Western people influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history.Originality/valueThis study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.