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This study explores cogenerative dialogues as potential spaces for supporting active participation among Latina students in science courses. I collaborated with two high school science teachers to enact cogenerative dialogues with five Latina students, each of whom had previously self-identified as reluctant class participants. Using a framework grounded in educación concepts of care, personalismo, and confianza, I found that, as the students took greater part in cogenerative dialogues, their active participation within in-class activities grew in parallel. This increase in participation was mediated by several conditions of cogenerative dialogues, which collectively fostered a spirit of community, agency, and science identity.

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As political and economic systems of the world become increasingly globalized, education systems in developed nations have established standardized curriculum. Meanwhile, opposing interpretations of globalization, neoliberalism and progressivism, have inspired the growth of different paradigmatic models for global education. Grounded in neoliberalism, the human capital model views education as a means for preparing a skilled workforce; derived from progressivism, the world systems model focuses on educating individuals for global citizenship and civic participation. The purpose of this document analysis is two-fold: (1) to examine the social studies content standards of the U.S. and other developed countries to determine how globalization is presented in state-mandated curricula, and (2) to evaluate whether the depiction of globalization in each set of standards reflects a human capital or world systems model. Our findings indicate that U.S. state content standards heavily emphasize the economics of globalization; non-U.S. standards present a more holistic picture of globalization. Consequently, U.S. standards are more aligned with a human capital model of education whereas non-U.S. standards reflect a world systems interpretation. These findings suggest that students in the U.S. are prepared differently than their counterparts in other developed countries, which has implications for international relations.

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