Dual Worldviews in Global Citizenship Education: A Phenomenological Study of Asia-Pacific Teachers' Perceptions and Valuations of Global Citizenship Education
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This phenomenological study investigates how teachers in the Asia-Pacific region perceive and value global citizenship education(GCE). Through in-depth interviews with 23 teachers from 7 countries, analyzed using Giorgi's method, the study reveals that teachers' understanding is structured around two distinct yet coexisting worldviews: collaborative and competitive. The collaborative worldview emphasizes understanding global interconnectedness, recognizing cultural diversity, and forming equitable relationships, while the competitive worldview focuses on preparing students for global leadership and developing competencies for future society. These contrasting perspectives reflect the complex reality of GCE implementation in the Asia-Pacific region, where teachers act as cultural mediators within centralized curriculum systems. The study also reveals how teachers utilize GCE as a tool for their professional development and navigate between national curriculum requirements and global educational imperatives. This research contributes to expanding GCE discourse beyond Western-centric perspectives by highlighting distinct characteristics of GCE implementation in the Asia-Pacific context. The findings suggest the need for culturally responsive approaches that acknowledge these dual worldviews while fostering meaningful engagement with global perspectives.
Abstract
This phenomenological study investigates how teachers in the Asia-Pacific region perceive and value global citizenship education (GCE). Through in-depth interviews with 23 teachers from seven countries, analyzed using Giorgi's method, the study reveals that teachers' understanding is structured around two distinct yet coexisting worldviews: collaborative and competitive. The collaborative worldview emphasizes understanding global interconnectedness, recognizing cultural diversity, and forming equitable relationships, while the competitive worldview focuses on preparing students for global leadership and developing competencies for future society. These contrasting perspectives reflect the complex reality of GCE implementation in the Asia-Pacific region, where teachers act as cultural mediators within centralized curriculum systems. The study also reveals how teachers utilize GCE as a tool for their professional development and navigate between national curriculum requirements and global educational imperatives. This research contributes to expanding GCE discourse beyond Western-centric perspectives by highlighting distinct characteristics of GCE implementation in the Asia-Pacific context. The findings suggest the need for culturally responsive approaches that acknowledge these dual worldviews while fostering meaningful engagement with global perspectives.