Abstract
In this interdependent, interconnected, globalizing world, schools have recognized the need to prepare their students to thrive in the global economy. Schools worldwide have modified national curriculum to reflect the changing needs of a globalized world with more focus on information literacy, foreign languages, intercultural understanding, and diversity. Beyond teaching for literacy and numeracy, schools have shifted learning toward ideals of global citizenship such as the promotion of intercultural dialogue, community service learning, mutual understanding, for sustainability and peace. An exploratory pilot case study examined a secondary (high) school focused on twenty-first century goals, operating in an integrated dual curricula structure of the International Baccalaureate (IB) continuum and Common Core State Standards (CCSS). Within this school context, the study investigated and compared two history teachers’ perceptions on the intended curriculum of the International Baccalaureate (IB) continuum and Common Core State Standards (CCSS) curriculum, as well as a discussion on the teachers’ practiced enacted and assessed curriculum. This study also looked at challenges as well as opportunities to enacting themes of GCE into history curriculum. A further discussion looked at goals of global learning along dimensions of neoliberalism and humanism.
Digital Media
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