Global Citizenship Perceptions and Practices Within the International Baccalaureate Middle Years Programme



global citizenship education, International Baccalaureate, Middle Years Programme, social studies, teacher perceptions, teacher practice


This multi-case study investigated how teaching in an International Baccalaureate (IB) Middle Years Programme (MYP) Individuals and Societies (I & S) classroom influenced teachers’ global citizenship (GC) perceptions and pedagogy. Results demonstrate teachers were informed by their personal experiences and district expectations, utilizing a cosmopolitan global citizenship education (GCE) that aligned with the IB MYP philosophy.  A disconnect sometimes existed as teachers’ rationales for global citizenship recognized the need for multiple perspectives and a critical view, but a passive or proactive approach influenced instruction.  This research effort furthers the discussion on the role an international education framework can have on a teacher’s pedagogy, where global citizenship education is situated in the curriculum, and what influences a teacher’s thinking and pedagogy. This can be helpful to us in understanding the role curriculum context can have in shaping a teacher’s ideas about global citizenship and how they enact those ideas.

Author Biography

Andrea Jean Christoff, Kent State University

Andrea Christoff recently obtained her Ph.D. in Curriculum and Instruction from Kent State University after teaching middle school social studies for nine years. Her research centers on global citizenship education.