Global Education: Assets and Challenges for Global Competency in Catholic Schools

Global education for global competency in Catholic schools of the Archdiocese of Los Angeles is neither defined nor aligned as a priority for its 21st-century learners. Various schools within the Department of Catholic Schools address global competency through world languages, dual-language immersio...

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Main Author: Winkler Nguyen, Beate
Format: Others
Published: Digital Commons at Loyola Marymount University and Loyola Law School 2018
Subjects:
Online Access:https://digitalcommons.lmu.edu/etd/537
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1542&context=etd
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spelling ndltd-lmu.edu-oai-digitalcommons.lmu.edu-etd-15422021-10-12T05:09:45Z Global Education: Assets and Challenges for Global Competency in Catholic Schools Winkler Nguyen, Beate Global education for global competency in Catholic schools of the Archdiocese of Los Angeles is neither defined nor aligned as a priority for its 21st-century learners. Various schools within the Department of Catholic Schools address global competency through world languages, dual-language immersion, activities, or programs, but no specific global education focus permeates the entire district. The relevance of global competency for nearly 80,000 students from Early Childhood (EC) programs/PreK–12th grade (high school) Catholic schools in Los Angeles is not just a curricular necessity or spiritual aspiration, it is, at its core, a question of social justice, particularly for students of color and first-generation immigrants who live mostly in underserved communities. This study analyzes whether PreK–12th-grade Catholic schools of the Archdiocese of Los Angeles have unique assets, as well as what challenges the district would face if it were to adapt a more formalized approach to global education. The study researches whether diverse community cultural wealth, demographics, mission, innovation, and Catholic social teachings align or hinder the development of a global education curriculum that addresses the universally adopted United Nations Sustainable Development Goals 2030. The study investigates urgency, opportunity, scalability, and sustainability for this social justice priority. This inquiry also attempts to answer why a globally connected organization, such as the Roman Catholic Church in Los Angeles and its school system, is not virtually connected in its own worldwide network in order to promote global competency for its 21st-century learners. 2018-01-01T08:00:00Z text application/pdf https://digitalcommons.lmu.edu/etd/537 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1542&context=etd LMU/LLS Theses and Dissertations Digital Commons at Loyola Marymount University and Loyola Law School 2030 Sustainable Development Goals 21st Century Learners Equity & Social Justice Global Competency Global Education PreK-12 Catholic Schools Education
collection NDLTD
format Others
sources NDLTD
topic 2030 Sustainable Development Goals
21st Century Learners
Equity & Social Justice
Global Competency
Global Education
PreK-12 Catholic Schools
Education
spellingShingle 2030 Sustainable Development Goals
21st Century Learners
Equity & Social Justice
Global Competency
Global Education
PreK-12 Catholic Schools
Education
Winkler Nguyen, Beate
Global Education: Assets and Challenges for Global Competency in Catholic Schools
description Global education for global competency in Catholic schools of the Archdiocese of Los Angeles is neither defined nor aligned as a priority for its 21st-century learners. Various schools within the Department of Catholic Schools address global competency through world languages, dual-language immersion, activities, or programs, but no specific global education focus permeates the entire district. The relevance of global competency for nearly 80,000 students from Early Childhood (EC) programs/PreK–12th grade (high school) Catholic schools in Los Angeles is not just a curricular necessity or spiritual aspiration, it is, at its core, a question of social justice, particularly for students of color and first-generation immigrants who live mostly in underserved communities. This study analyzes whether PreK–12th-grade Catholic schools of the Archdiocese of Los Angeles have unique assets, as well as what challenges the district would face if it were to adapt a more formalized approach to global education. The study researches whether diverse community cultural wealth, demographics, mission, innovation, and Catholic social teachings align or hinder the development of a global education curriculum that addresses the universally adopted United Nations Sustainable Development Goals 2030. The study investigates urgency, opportunity, scalability, and sustainability for this social justice priority. This inquiry also attempts to answer why a globally connected organization, such as the Roman Catholic Church in Los Angeles and its school system, is not virtually connected in its own worldwide network in order to promote global competency for its 21st-century learners.
author Winkler Nguyen, Beate
author_facet Winkler Nguyen, Beate
author_sort Winkler Nguyen, Beate
title Global Education: Assets and Challenges for Global Competency in Catholic Schools
title_short Global Education: Assets and Challenges for Global Competency in Catholic Schools
title_full Global Education: Assets and Challenges for Global Competency in Catholic Schools
title_fullStr Global Education: Assets and Challenges for Global Competency in Catholic Schools
title_full_unstemmed Global Education: Assets and Challenges for Global Competency in Catholic Schools
title_sort global education: assets and challenges for global competency in catholic schools
publisher Digital Commons at Loyola Marymount University and Loyola Law School
publishDate 2018
url https://digitalcommons.lmu.edu/etd/537
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1542&context=etd
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