Fostering Global Awareness in a Rights Respecting School

In this research paper, four elementary teachers share their understanding of how they foster global awareness through their teaching in schools that participate in the Rights Respecting Schools model initiated by UNICEF Canada. The main research question that was investigated was: what does fostering global awareness mean in theory and instructional practice to a sample of elementary teachers working in a Rights Respecting School? Teacher were interviewed using a semi-structured interview protocol. The research findings align with existing research conducted in the area of global education, in that teachers report their understandings and practices through four main foci: Relationships, Engagement, Voice, and Power Dynamics.

Autorentext

Katelyn began pursuing avenues to bring awareness to children s rights through her studies of understanding the impact of the UNCRC and working with Free the Children. She has recently completed her Master s degree in Teaching at OISE/UofT. It is her dream that one day the rights of children will be respected, honoured and upheld globally.