Global Citizenship Education at a Local Level: A Comparative Analysis of Four U.S. Urban Districts

Laura C. Engel, Jessica Fundalinski, Tess Cannon


This paper focuses on exploring how education for global citizenship and competence is being defined and practiced within the U.S. education policy landscape, with a specific focus on the local primary and secondary school level. Against a framework of the multiple conceptions and forms of global citizenship education, including “at home,” “abroad,” and “comprehensive” approaches, the paper explores some select ways in which global citizenship education is developing in select local initiatives. We specifically examine the definitions and practices of global citizenship education in four urban school districts: Boston, Chicago, Seattle, and Washington, DC. Findings show a focus on global citizenship and global competency in local initiatives, but also illustrate multiple approaches to global citizenship education, revealing diverse system ecologies within the national system. 


Education Policy; Globalization; Global Citizenship; Local Level; Urban Area; United States

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