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Global citizenship is persistent in the realm of education in the US, as well as in the 21st century, as global issues must be included within the requirements of the dimensions of global citizenship in high school curriculum. This paper describes the results from the Global Citizenship Survey to assess the extent of American high school students' perception of global citizenship. A total 110 students completed measures and 34 students answered open-ended questions regarding global citizenship in spring 2017. The results of this study indicated the importance of global citizenship to raise cultural awareness and a deeper sense of cultural empathy, responsibilities of global issues, and imperatives to become a global citizen for diverse societies. This study off ers the components of global citizenship that must be included in the high school curriculum and identifi es the need for teachers to cover global issues in the their classes that would encourage and enable students to be open-minded and appreciative of each culture for its diff erences in today's globalized world. Additionally, because the world is changing, schools should prepare students to think critically about global issues using an inquiry-based curriculum.

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This professional book review provides a critique of R. P. Churchill's (2006) book entitled Human Rights and Global Diversity: Basic Ethics in Action. His book is divided into three chapters: 1. Reasoning about Human Rights, 2. Debating the Universality of Human Rights, and 3. Human Rights and Cross Cultural Negotiations. Churchill presented the concepts and constructs of human rights, the universality of human rights and an argument for human rights.  Churchill’s overarching claim for human rights was that they are the same for all human beings regardless where they reside.  In addition to presenting the arguments for universal human rights he presented the oppositional constructs by the integration of the voices of notable theorists.

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As a classroom teacher I have an ethical and moral obligation to provide a socially just and equitable learning environment and educational experience for all my students. Auto-ethnography is a research method grounded in modern philosophy. Auto-ethnography enables me to link the personal and cultural through inquiry and voice. In this article I explore the state of understanding my personal role and experiences as a conservative Christian educator in learning about and interacting with LGBTQ students. By reflecting and evaluating my personal experiences and attitudes I am able to identify my former biases, discriminatory tendencies, and stereotypes about LGBTQ community members. Therefore, throughout my analysis, I sought a means that would enable me to maintain my personal religious values while eliminating biases, stereotypes, and unjust perceptions. As a result, I recognize and embrace my religious identify as a conservative Christian educator who accepts my LGBTQ students without judgement or bias in order to be respectful, socially just, equitable, and nondiscriminatory.