Abstract
This qualitative study attempts to explore whether seven adults residing in Montreal who have lived for an extended period in more than three countries have experienced a shift toward a cosmopolitan perception in the formulation of their perspectives about their identity, sense of belonging, and citizenship. The qualitative case study was conducted through one-on-one interviews with seven participants. The data were analyzed, coded, and categorized into nine emerging themes. Conceptions of cosmopolitanism are outlined and insights on cosmopolitan education are highlighted. The results of this study call for future research to develop a proposal for a cosmopolitan curriculum that responds to the daily experiences of people in a globally interconnected world by fostering open-mindedness and intercultural competencies. The study is significant to educators, policy makers, and curriculum designers and international program developers. Keywords: cosmopolitanism; citizenship; intercultural competence; curriculum studies
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