scholarly journals The Role of a Responsible Global Citizen (Gitizen) in the 21st Century: The Need, the Challenges and the Future

2019 ◽  
Vol 10 (1) ◽  
pp. 7-18
Author(s):  
Uchit Kapoor ◽  
Robert Seinfield
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Global Dimension ◽  
Learning Objectives ◽  
Policy Makers ◽  
Global Citizenship Education ◽  
Political Economic ◽  
Informal Settings

UNESCO promoted global citizenship (gitizenship) since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) on August 22nd2012, which made fostering global citizenship one of its three priorities. This is a pedagogical guidance on global citizenship with 3 major outcomes: Education,Defense and Trade. (Taylor, 1997). It is the prerogative of the international community to clarify the conceptual underpinnings of global citizenship and providepolicy and programmatic directions, this paper which is to a large extent conceptual and directive in nature has been developed in response after deeply studying the needs and demands of and on integrating global citizenship in most of the active countries in the world. It presents suggestions for translating global citizenship education concepts into practical and age specific topics learning objectives in a way that follows principles of adaptation in local contexts.It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. Global citizenship encompasses a sense of belonging to whole humanity and common mankind. It emphasizes political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global. Growing interest in global citizenship has resulted in an increased attention towards global dimension of citizenship, education, policy, curricula, teaching and learningThey can serve as the basis for defining global citizenship goals, learning objectives and competencies, as well as priorities for assessing and evaluating learning. These core conceptual dimensions are based on three domains of learning: cognitive, socio-emotional intelligence and global citizenship education (Freud, 1905).

The legitimacy of development nongovernmental organizations as global citizenship education providers in Korea

2018 ◽  
Vol 14 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Jae-Eun Noh
Keyword(s):  
Nongovernmental Organizations ◽  
Citizenship Education ◽  
Sustainable Development Goals ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Development Goals ◽  
Assimilation Model

In an era of globalization, social demands for fostering global citizenship are increasing. Global citizens are those who have a critical understanding of interconnectedness, share values of responsibility, have respect for differences, and commit themselves to action. Global citizenship education has recently emerged as a prominent issue in Korea, a nation faced with the inflow of immigrants and international pushing for global citizenship education such as the Sustainable Development Goals. Development nongovernmental organizations have taken up the role of delivering global citizenship education. It is necessary to examine how development nongovernmental organizations’ pedagogic legitimacy has been constructed and exercised in the context of Korea. This article critically discusses development nongovernmental organizations’ roles in global citizenship education and suggests some improvements in the areas of ‘effectiveness and expertise, contextualization, and greater attention to human rights and action for social justice’ to be an alternative to the state-led global citizenship education, which is characterized as assimilation model and ‘us and them’ rhetoric.

Band-Aid Pedagogy, Celebrity Humanitarianism, and Cosmopolitan Provincialism

2012 ◽  
pp. 262-286 ◽  
Author(s):  
Audrey Bryan
Keyword(s):  
Secondary Students ◽  
Citizenship Education ◽  
Formal Education ◽  
Global Citizenship ◽  
Global Dimension ◽  
Global Citizens ◽  
Discrete Area ◽  
The Republic ◽  
Compulsory Subject ◽  
Political Economic

The notion that our identity transcends local and national borders, captured in the now ubiquitous concepts of the “global” or “world” citizen, has had an important influence on educational curricula in recent years. The idea of global citizenship has evolved in part as a result of a growing awareness that trends, events, and political-economic arrangements in one part of the world can profoundly impact lives far away (Tully, 2009). The formal education sector is increasingly recognized as having an important role to play in the alleviation of global crises and injustices by cultivating informed and ethical “global citizens” who understand the asymmetries of economic globalization and who are motivated to redress social and global injustices (Dower, 2003; Schattle, 2008; Tully, 2009). While traditionally geared towards developing a sense of national identity and loyalty, citizenship curricula are increasingly being re-formulated to cultivate citizens who possess multiple identities, and a sense of belonging which embraces global as well as local and national perspectives (Reid & Gill, 2010). Citizenship education, as a discrete area of study, is now a compulsory subject in schools in many countries, and the “global dimension” is seen as an important aspect of this curriculum. Drawing on the Republic of Ireland as a case study, this chapter offers a critical exploration of dominant discursive representations of development and “the global” as they are articulated in citizenship education textbooks designed for use with lower secondary students. The analysis suggests that global citizenship, as it is currently conceived in state-sanctioned curriculum resources, is unlikely to foster the kinds of individual and collective action necessary for a substantively more equitable relationship between the First and Third Worlds to be forged.

Organizational and pedagogical conditions for global citizenship education in the process of foreign language teaching of bachelors in humanities

2021 ◽  
pp. 42-52
Author(s):  
Olga M. Sherekhova
Keyword(s):  
Foreign Language ◽  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Language Education ◽  
Foreign Language Education ◽  
Successful Implementation ◽  
Innovative Teaching ◽  
Global Citizenship Education ◽  
Global Challenges

Since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012 global citizenship education including the formation of the younger generation’s readiness to live in a “universal world” has been one of the modern education priorities. Having analyzed scientific research in the field of global citizenship, the international experience of global citizenship education, as well as the current situation in the world, we substantiate the need for the global citizenship formation among university students. We define the organizational and peda-gogical conditions for the global citizenship education of bachelors of humanities in the foreign language education process. We believe that for the successful implementation of this goal, the teacher must be aware of the need for global citizenship education, possess knowledge related to the phenomenon of global citizenship, which will allow him/her to effectively manage the learning process and interact with students. It is also very important to create the environment that provides an atmosphere of cooperation, active behavior, and broad scope for initiative, where intersubjective relationships based on mutual respect, mutual trust, and acceptance of each other as values are of primary importance. We describe the experience of integrating the course “Facing Global Challenges” into the process of foreign language education. It provides an understanding of global governance structures, the Sustainable Development Goals, the importance of the connection between global, national and local systems and processes. It has been proved that systematic use of innovative teaching methods will contribute to the development of students’ global thinking, the development of skills, values and attitudes necessary for active interaction in solving global challenges to humanity.

Reconceptualizing Geography as Democratic Global Citizenship Education

2009 ◽  
Vol 111 (11) ◽  
pp. 2647-2677
Author(s):  
William Gaudelli ◽  
Elizabeth Heilman
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Democratic Theory ◽  
Global Citizenship ◽  
Secondary Analysis ◽  
Geography Education ◽  
Democratic Citizenship ◽  
Global Citizenship Education ◽  
The Social ◽  
Geographic Knowledge

Background Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose We propose that geography can and should reflect the interests of students and society and thus be what Dewey calls psychologized through a democratic vision of global citizenship education (GCE). Toward that end, we develop a typology of global education to identify those types most congruent with democratic citizenship (cosmopolitan, environmental, and critical justice) and those less congruent (disciplinary, neoliberal, and human relations). Drawing on our typology, we show how GCE can be a point of synthesis in practice, bringing together global education and reconstituted geographic knowledge. Research Design The method of this article is a secondary analysis of literature in democratic theory, global citizenship education, and geography education that synthesizes points of overlap. Conclusions Based on this analysis, we recommend that geography curriculum should be remade within a vision similar to GCE so that space and place can be socially understood.

Global Citizenship Education in the Era of Globalization

2020 ◽  
pp. 274-291
Author(s):  
Titus Ogalo Pacho
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Research Approach ◽  
Ripple Effects ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
The World ◽  
Education And Development ◽  
Development Discourses

Global citizenship education (GCE) has become an important topic in education and development discourses in an increasingly globalised world. Globalisation has affected the world socially, culturally, economically, politically, environmentally, and technologically. This calls for education that can empower learners to become engaged global citizens: learners who can understand that factors like globalisation, the global economic crisis, the refugee crisis, and climate change challenge traditional boundaries because of their ripple effects. Global citizenship education becomes an important tool to aid learners' appreciation the interconnectedness of the world and its diverse cultures, and their role in responding to global challenges. The aim of global citizenship education is to create active and responsible global citizens. Based on a qualitative research approach, this chapter discusses the concepts of global citizenship, global citizenship education, and the role of global citizenship education in sustainable development.

scholarly journals Teacher-Initiated, Student-Centered Global Education in a K to 8 School

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Michael O'Sullivan ◽  
Diane Vetter
Keyword(s):  
Elementary Teachers ◽  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Global Perspective ◽  
Or Education ◽  
Student Centered ◽  
Global Citizenship Education ◽  
Approach To Teaching

Despite a growing recognition that established notions of democracy, nationhood, citizenship, and ethnicity are giving way to emerging notions of democratic, multicultural, global citizenship, there are few curricular guidelines to achieve this expectation. This is especially the case at the elementary level where there isn’t even a consensus that such an approach is appropriate. Faced with this lack of consensus and the resulting lack of curricular leadership and driven by the need to respond to the needs and interests of their students, elementary teachers, influenced by the particularities of their local circumstances, follow their instincts and rely on each other with respect to how to teach what is variously called global education, global citizenship education, or education from a global perspective. Elementary teachers are reshaping the practice of what is referred to in this paper as global (citizenship) education at the classroom level. While such innovations can frequently lead to creative results, they can also result in highly idiosyncratic interpretations of what constitutes the most effective approach to teaching from a global perspective or what constitutes global citizenship. This paper is a case study of the efforts of the staff of one small-town Ontario elementary school to infuse a global perspective throughout the grades from K to 8 and across the curriculum.

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