Date of Submission

7-29-2021

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

global citizenship education, host national student, Type C school, transformative, culturally responsive learning, curriculum indigenization and decolonization

Abstract

International private schools adopt Eurocentric accreditation and curriculum standards that aim at developing global citizens. However, global citizenship education is a problematic construct based on a colonial instrumentalist framework. Contextualized in Type C international schools for GCC host national students, the problem of practice is GIBS’s unmitigated adoption of international GCE accreditation and curriculum standards in a manner that erodes the students’ culture and heritage. Grounded in a transformative worldview, GIBS’s accreditation and curriculum coordinator is in a unique position to lead organizational improvement that restructures school systems in a way that prioritizes GCC host national students’ heritage while empowering teachers to enact equitable instructional change. To address the problem of practice, a framework of change was developed by integrating ISA’s (2017) accreditation framework with Schein’s (2017) model of change management and Cawsey et al.’s (2016) change path model while using transformative, instructional, and servant leadership approaches. Culturally responsive learning’s three dimensions of culturally responsive care, culturally responsive instruction, and curriculum indigenization and decolonization were identified as the key to solving the problem of practice. To monitor and evaluate GIBS’s embedding of CRL into formal school systems, organizational change management takes place at the macro and micro levels using the API Model and PDCA cycle respectively. Synchronous alignment of GIBS’s accreditation phases and strategic improvement cycle with the OIP’s change implementation plan leverages the school’s pre-existing systems to achieve successful transformation.

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