Social Studies Research and Practice
Volume 1, Number 2, Summer 2006
The Effect of 9/11 on Preservice Teachers’ Perspectives and Dispositions Toward Global Concerns
Omiunota Nelly Ukpokodu
University of Missouri – Kansas City
This paper reports on a three-year study that examined the effect of 9/11 on preservice teachers’ perspectives and dispositions toward global concerns and global perspective pedagogy. Participants responded to a “before” and “after” survey in which they indicated the level of their awareness of global concerns, perceptions of their importance, perceived impact on self, and dispositions toward global-perspective pedagogy. The study utilized both quantitative and qualitative data collection and analysis. The data revealed that 9/11 had a significant effect on preservice teachers that resulted in a shift in perspectives and dispositions toward critical global concerns and teaching about them. The findings highlight the critical importance of preparing preservice teachers to develop global perspectives, cultivate critical knowledge and perceptual understandings of global concerns, and nurture favorable dispositions toward global perspective pedagogy.
About the Author(s)…
Omiunota Ukpokodu, Ph.D. is an associate professor in the Division of Curriculum and Instruction at the University of Missouri-Kansas City School of Education. Her research and teaching interest include multicultural education, social studies/citizenship education, global education, urban education, social justice education, and teacher beliefs and perspectives. Contact information: firstname.lastname@example.org, University of Missouri-Kansas City.