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      College Course Curriculum and Global Citizenship

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            Abstract

            This article examines the influence of participation in a college course infused with global citizen-related curriculum on antecedents, identification, and outcomes of global citizenship. Students completed measures regarding global citizenship at the beginning and end of a college semester. Global-infused curriculum was operationalised as the number of words related to global citizenship contained in course syllabi. While controlling for student ratings at the beginning of the semester and measurement error, global-infused curriculum predicted students' global awareness at the end of the semester. Global awareness predicted students' identification with global citizens, and global citizenship identification predicted endorsement of prosocial values. The results highlight the importance of global education to raise global awareness and engender students' global citizenship identification and related prosocial values.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            IOE Press
            1756-5278
            01 September 2012
            : 4
            : 3
            : 27-40
            Article
            1756-5278(20120901)4:3L.27;1- s3.phd /ioep/ijdegl/2012/00000004/00000003/art00003
            10.18546/IJDEGL.04.3.03
            4d533672-abc1-4f7a-8bb1-40f88433efc7
            Copyright @ 2012
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            GLOBAL CITIZENSHIP,GLOBAL AWARENESS,GLOBAL EDUCATION,PROSOCIAL VALUES,LINGUISTIC INQUIRY WORD COUNT

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