Document Type

Conference Paper

Publication Date

4-10-2026

Presentation Format

In person

Department

Teacher Education

Abstract

This presentation reports on findings from three interconnected projects focused on fostering global competence within an evolving educational ecosystem rife with uncertainty, immigration turmoil, and growing demographic disparities. Teacher educators must take actions grounded in intercultural competence, dialogue, relationship-building, and stand in solidarity with students who are marginalized, displaced, and affected by trauma to cultivate more inclusive, just, sustainable, and connected critical caring classrooms. Drawing on the ancestral legacy of collectivism, this sabbatical work examined education as a human rights imperative that centers identity, community, reciprocity, and shared well-being for diverse populations of students, especially immigrants and refugees in glocal communities. This work transcended geographical boundaries and cultures, spanning engagements in Kenya, Jamaica, and local immigrant communities in Dayton. Through a critical theoretical lens, the researcher employed decolonizing pedagogies, engaging with native cultures, listening and learning in school communities, and returning to her ancestral lands. These lived experiences provided humanized and globalized strategies that have been directly integrated into teacher preparation coursework. This presentation showcases how these outcomes will inform a global education certificate, providing preservice teachers with the essential tools to practice "critical care" within an ever-changing borderless school system.

Keywords

human rights, global education, intercultural competence, decolonization

Disciplines

Education

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