ABSTRACT This paper presents reflections on educators’ experiences while teaching critical global consciousness and students’ conceptualizations of global citizenship and civic mindedness in an undergraduate course. The course applied the principles of critical multicultural education to education in a global context. This analytical autoethnography focuses on the challenges, opportunities, and insights of three transnational instructors. The analysis presents the instructors’ decision making as they revised the course over time, to facilitate global consciousness about the world and one’s role within it through connections with personal stories and dialogic instruction. Students’ responses represented increased awareness of global issues and empathetic connections more typical of an initial course in global consciousness building; awareness of structural inequalities and the role of education in perpetuating social injustice on a broader scale was more limited. Recommendations include identifying further opportunities through program development and community engagement for developing more critical perspectives in global consciousness and engagement.

中文翻译：

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在本科生中教授批判性的全球意识：机遇、挑战和见解

摘要 本文反映了教育工作者在本科课程中教授批判性全球意识和学生对全球公民和公民意识的概念时的经验。该课程将批判性多元文化教育的原则应用于全球背景下的教育。这份分析性的自我民族志侧重于三位跨国教师的挑战、机遇和见解。该分析展示了教师随着时间的推移修订课程时的决策，通过与个人故事和对话式教学的联系，促进对世界及其在其中的角色的全球意识。学生的反应表明他们对全球问题的认识有所提高，并且在全球意识培养的初始课程中更典型的同理心联系；对结构性不平等和教育在更大范围内延续社会不公正的作用的认识较为有限。建议包括通过项目开发和社区参与来确定更多机会，以在全球意识和参与中形成更重要的观点。