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Direct linkTimothy Patterson; Jenni Conrad – Curriculum Inquiry, 2024
In this qualitative multi-case study, we illustrate how three pre-service teachers from varying programs and social positions framed discussions in world history classrooms, and we discuss the broader narratives about the world their discussions communicated. Using critical theories of global citizenship education (GCE) and the Dynamic Systems…
Descriptors: Preservice Teachers, World History, Discussion (Teaching Technique), Global Approach
