Using Global Thinking Routines To Develop Critical Global Perspectives In Teacher Education

The goal of critical global teaching is to prepare learners to live in, communicate with and advocate for an inclusive and just world. In this study, teacher-researchers explored how integrating global thinking routines (GTRs) affected an undergraduate education course focused on communication diversity. A qualitative case study design was used to analyze how this pedagogical tool afforded 29 teacher candidates the opportunity to develop critical global consciousness. Data from written reflections and focus groups revealed students' varied beliefs about those who communicated differently from themselves. Students explored topics of ableism and linguistic privilege in local and global contexts. Findings lead to practical implications for infusing global thinking routines into teacher education courses as a means to develop critical global consciousness of perspective taking, empathy and advocacy.