This session, part of a series looking at DERC-related Doctoral research, shares findings from a case study that explored influences of Ontario-based global competency frameworks on teacher candidates’ understanding and practice of global citizenship education during their pre-service programme. While the frameworks are populated with discursive orientations that emphasize skills for the global marketplace and distract attention from global issues and content, the study also indicates how the agentic dimensions of teacher candidates variably reject, revise and/or re-imagine global competency in ways that contribute to the development of critical reflective teaching practice. The findings indicate a need for ongoing research that centres teachers’ educational archives and social identities as ever present in policy enactment.
SPEAKER
David Montemurro is an Associate Professor, at the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education.
