Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School

This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high s...

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Main Author: Marzia Cozzolino DiCicco
Format: Article
Language:English
Published: Arizona State University 2016-05-01
Series:Education Policy Analysis Archives
Subjects:
Online Access:https://epaa.asu.edu/ojs/article/view/2364
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spelling doaj-9197f963516040549d374e49e8da98a72020-11-25T03:23:48ZengArizona State UniversityEducation Policy Analysis Archives1068-23412016-05-0124010.14507/epaa.24.23641500Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High SchoolMarzia Cozzolino DiCicco0University of PittsburghThis article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009–2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus’s reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.https://epaa.asu.edu/ojs/article/view/2364global citizenship educationaccountability21st century skillssocial justiceneoliberalism
collection DOAJ
language English
format Article
sources DOAJ
author Marzia Cozzolino DiCicco
spellingShingle Marzia Cozzolino DiCicco
Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School
Education Policy Analysis Archives
global citizenship education
accountability
21st century skills
social justice
neoliberalism
author_facet Marzia Cozzolino DiCicco
author_sort Marzia Cozzolino DiCicco
title Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School
title_short Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School
title_full Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School
title_fullStr Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School
title_full_unstemmed Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School
title_sort global citizenship education within a context of accountability and 21st century skills: the case of olympus high school
publisher Arizona State University
series Education Policy Analysis Archives
issn 1068-2341
publishDate 2016-05-01
description This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009–2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus’s reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.
topic global citizenship education
accountability
21st century skills
social justice
neoliberalism
url https://epaa.asu.edu/ojs/article/view/2364
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