Social Studies Teachers’ Perceptions of Global Systems, Global Education, and Diversity

Abstract

This study aims to explore Social Studies teachers’ perceptions of new approaches and
concepts, which are introduced to field of education through globalization such as global systems, global
education, and diversity. In this study phenomenology was used as a method to discover social studies
teachers’ perceptions of such concepts. Within the purposeful sampling the researchers used maximum
variation sampling method in order to select participants. The participants were four social studies
teachers who are currently employed in three different public schools in Turkey. Semi-structured
individual interviews were conducted with the participants. Inductive data analysis method was used to
analyze the data of this study. The study shows that social studies teachers had shallow and unclear
perspectives on global systems, global education, and diversity. The teachers also pointed out that global
systems and globalization were about social, political, and economic conflicts among different cultures,
religions, races, and ethnic groups. Therefore, participants’ negative view of global education was based
on personal beliefs rather than knowledge.