The purpose of this study was to investigate the effect a human link through the
One World Youth Project has on a global education program, if a human connection
through the program enhances a student's ability to develop a critical consciousness of
global issues, and the etTectiveness of thc constructivist-based Driver Model of
Curriculum Development, which served as the curriculum model in this study. An action
based research cycle was chosen as this study's research methodology and incorporated 5
qualitative data collection instruments: a) interviews and questionnaires, b) artifacts, c)
teacher journal, d) critical friend's observation forms, and e) my critical friend's
postobservation interviews. The data were conected from 4 student participants and my
critical friend during all stages of the action research cycle.
The results of this study provide educators with data on the impact of human
connections in a global education program, the effects these connections have on students, and the effectiveness of the Driver Model of Curriculum Development. This
study also provides practical activities and strategies that could be used by educators to
develop their own global education programs.
The United Nations drafted the Millennium Development Goals in an effort to
improve the lives of billions of people across the globe. The eight goals were developed
with the support of all member nations since all human beings are global citizens who
have a responsibility to make the world a better place. Students need to develop a critical
consciousness of global issues so that they can work with others to eliminate them.
Students who are taught to restate the opinions of others win not be prepared to inherit a
world full of challenges that will require new innovative ideas to foster positive change