Volume 2, Issue 3, June 2014, Page: 52-60
Mixed Methods Research in Global Education: Towards a New Paradigm for Global Citizenship Education
Sadiq Abubakar, Abdullahi, Department of Education, Federal University Kashere, Gombe, Nigeria
Mohammed Kabiru, Farouk, Department of Education, Federal University Kashere, Gombe, Nigeria
Received: Jun. 4, 2014;       Accepted: Jun. 16, 2014;       Published: Jun. 30, 2014
DOI: 10.11648/j.ijsedu.20140203.12      View  2455      Downloads  120
Abstract
This empirical study in global education was conducted over a decade ago at a time when the Mixed Methods Research (MMR) methodology, a new paradigm in education research, was emerging. The global education research community was slow to this new phenomenon. This paper discusses MMR as a viable alternate method of inquiry in global education research. The paper contributes to the discourse and promotes the values of MMR in global education research. The study combines quantitative and qualitative research elements to answer critical questions about secondary school teachers’ lack of global knowledge, global mindedness, and teaching skills. Secondary school teachers’ lack of global education undermines their ability to develop programs and activities that will become the foundation for local and national consciousness for global engagement and community service activism. The MMR becomes a metaphor for a new concept in global citizenship education, in a complex, rapidly changing world, where students continually see themselves and the world through the lenses of human abuses, insecurity, prejudice and intolerance leading to various violent and destructive engagements.
Keywords
Global Education, Secondary Education, Global Mindedness, Mixed Methods Research, Qualitative Research, Quantitative Research, and Global Pedagogy
To cite this article
Sadiq Abubakar, Abdullahi, Mohammed Kabiru, Farouk, Mixed Methods Research in Global Education: Towards a New Paradigm for Global Citizenship Education, International Journal of Secondary Education. Vol. 2, No. 3, 2014, pp. 52-60. doi: 10.11648/j.ijsedu.20140203.12
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