Fiery formations of global citizenship in higher education: The teacher as vessel

Abstract

Scope and Method of the Study: The purpose of this qualitative study was to explore how college faculty members develop global consciousness and how they express this way of being in their classes and academic work. In this study, a life history approach was used as the major theoretical framework. However, critical social theory and developmental theory were also used. The methodology involved several lengthy interviews and observations that contributed to understanding a community college professor's emotional and intellectual career in intercultural, international awareness.

Findings and Conclusions: The findings reflect the importance of personal family history, aesthetics, music, and the humanities in the development of global consciousness. The study also shows the power and possibilities of the narrative life history approach for research into teaching and learning if teachers choose to share their stories of growth and transformation. Teachers coming together in mutual recognition is an important strategy for faculty development as the complexities of globalization present new and increasingly difficult challenges for academics in higher education.