Curricular Gatekeeping in Global Education

This research is important so as to understand and better prepare new (and in some cases seasoned) teachers about how to best integrate global education practices into their curriculum through deliberate gatekeeping methods. The purpose of this study is to determine the extent to which self-identified global educators acting as gatekeepers include thematic elements of global education theory into their lessons and the strategies that they employ in the face of multiple elements that potentially discourage such behaviors.

Autorentext

Dr. Bailey received his Ph.D. from the University of South Florida in Curriculum and Instruction with a cognate in Global Education. His research interests focus on social justice, sustainability, and education as a transformative and progressive force. He currently teaches full time at a Title I public high school in Tampa, Florida.