World Knowledge and Global Citizenship: Factual and Perceived World Knowledge as Predictors of Global Citizenship Identification

2013 ◽  
Vol 5 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Stephen Reysen ◽  
Iva Katzarska-Miller ◽  
Shonda A. Gibson
Keyword(s):  
Social Values ◽  
Global Citizenship ◽  
Direct Influence ◽  
World Knowledge ◽  
Global Awareness ◽  
Perceived Knowledge ◽  
Global Citizen ◽  
Global Citizens ◽  
Indirect Influence ◽  
The World

We examine the influence of factual and perceived world knowledge on global citizenship identification. Perceived world knowledge directly predicted global citizenship identification, while factual world knowledge did not (Study 1). Students' factual (Study 1) and perceived (Study 2) world knowledge predicted students' normative environment (degree that valued others prescribe being a global citizen) and global awareness (perceived knowledge of the world and one's connection to the world), which then predicted global citizenship identification, and identification with global citizens predicted endorsement of pro-social values and behaviours (e.g., intergroup empathy, valuing diversity). Overall, the results highlight the indirect influence of factual and direct influence of perceived world knowledge on students' felt connection with global citizens.

College Course Curriculum and Global Citizenship

2012 ◽  
Vol 4 (3) ◽  
pp. 27-40 ◽  
Author(s):  
Stephen Reysen ◽  
Loretta W. Larey ◽  
Iva Katzarska-Miller
Keyword(s):  
Measurement Error ◽  
Global Education ◽  
Global Citizenship ◽  
Student Ratings ◽  
Global Awareness ◽  
Global Citizen ◽  
Global Citizens ◽  
College Course ◽  
Course Syllabi ◽  
Prosocial Values

This article examines the influence of participation in a college course infused with global citizen-related curriculum on antecedents, identification, and outcomes of global citizenship. Students completed measures regarding global citizenship at the beginning and end of a college semester. Global-infused curriculum was operationalised as the number of words related to global citizenship contained in course syllabi. While controlling for student ratings at the beginning of the semester and measurement error, global-infused curriculum predicted students' global awareness at the end of the semester. Global awareness predicted students' identification with global citizens, and global citizenship identification predicted endorsement of prosocial values. The results highlight the importance of global education to raise global awareness and engender students' global citizenship identification and related prosocial values.

Cultivating Global Citizens for the Global Good

2017 ◽  
pp. 1-20 ◽  
Author(s):  
Katie E. Yeaton ◽  
Hugo A. Garcia ◽  
Jessica Soria ◽  
Margarita Huerta
Keyword(s):  
Higher Education ◽  
United States ◽  
Language Learning ◽  
Global Citizenship ◽  
The United States ◽  
Education Students ◽  
Global Citizen ◽  
Global Citizens ◽  
The World ◽  
English Dominant

Being cognizant of international matters and understanding of cultures other than one's own are standards that indicate global citizen readiness. Cultural competency and international mindfulness inherently fosters opportunities for dialogue and developing relations between countries. Higher education students in the United States are instructed in an English-dominant environment, a hindrance to their global citizenship preparedness. A facet of global citizenship bids competency in a language other than English and limiting students to one language will isolate them from the rest of the world. The question therefore unfolds around the benefits of bi/multilingualism and the accessibility of language particularly in self-proclaimed worldly universities. Ultimately, cultural and developmental language learning in United States is neglected, birthing a second language illiteracy crisis in higher education.

All the Difference in the World: In Search of a Critical Cosmopolitan Pedagogy for Global Citizenry

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Kaan Agartan ◽  
Alexander Hartwiger
Keyword(s):  
Global Economy ◽  
Global Citizenship ◽  
Pedagogical Practices ◽  
Global Learning ◽  
Global Citizen ◽  
Global Citizens ◽  
The World ◽  
Course Experience ◽  
The Difference ◽  
Global Citizenry

AbstractAs the idea of citizenship has become a token for increasingly exclusionary manifestations of national identity, this article is a call for higher education institutions to honor their commitment to cultivating global citizens, yet with significant caveats. We argue that the proliferation of global learning initiatives in an increasingly neoliberalized university promotes a particular type of global citizen: a well-trained employee with intercultural skills which facilitate access to the global economy, and a global consumer of world cultures with no true commitment to global social justice. By offering a critique of pedagogical principles upon which global citizenship education is currently built, this article aims to demonstrate that the obligation to produce critical and civically engaged global citizens is not only urgent but also possible through novel pedagogical practices. Drawing on a semester-long partnership between two linked courses, we conclude that the interdisciplinary linked-course experience not only helps students delve into a conversation with what it means to be a global citizen in ways not possible through conventional pedagogical practices, but also allows instructors to explore new spaces that humanize abstract formulations of global citizenship for an ethical imperative towards the world and all its inhabitants.

scholarly journals The influence of possible selves on globalcitizenshipidentification

2014 ◽  
Vol 6 (3) ◽  
pp. 63-78 ◽  
Author(s):  
Marion E. Blake ◽  
Stephen Reysen
Keyword(s):  
Structural Equation ◽  
Possible Selves ◽  
Global Citizenship ◽  
Equation Model ◽  
Global Awareness ◽  
Global Citizen ◽  
Global Citizens ◽  
Prosocial Values ◽  
Typical Day ◽  
Feared Self

We examined the influence of a 'possible self' activity on antecedents, identification, and outcomes of global citizenship. Participants wrote about either hoped-for selves as active global citizens, feared selves as inactive global citizens, or a typical day (control) and then answered questions to gauge their global citizenidentification. Results show that the saliency of a feared self as an inactive global citizen led to greater identification with the global citizen identity. A structural equation model shows that feared self (vs hoped-for self) predicted greater global citizenship identification, through the perception of one's normative environment as prescribing a global citizen identity and global awareness. Global citizenship identification predicted greater endorsement of prosocial values and behaviours (e.g.intergroup empathy and helping). The results support the use of a 'feared self' activity to engender global citizenship identification and prosocial values instudents.

scholarly journals How children living in poor informal settlements in the Greater Accra Region, Ghana, perceive global citizenship

2020 ◽  
Vol 12 (1) ◽  
pp. 69-83
Author(s):  
Jane Leithead ◽  
Steve Humble
Keyword(s):  
Social Justice ◽  
Environmental Sustainability ◽  
Structural Equation ◽  
Global Citizenship ◽  
Informal Settlements ◽  
Future Research ◽  
Global Awareness ◽  
Global Citizen ◽  
Equation Modelling ◽  
Greater Accra Region

This investigation looks at the antecedents and outcomes of 141 children living in poor informal settlements in the Greater Accra Region of Ghana identifying with global citizenship. It finds that the model of global citizenship devised by Reysen and Katzarska-Miller (2013) is a moderately good fit for this group of children. Structural equation modelling demonstrates that antecedents of global awareness as well as friends and family supporting global citizenship (normative environment) predict the child’s self-identification as a global citizen. This in turn predicts six prosocial traits: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping and responsibility to act. The research suggests that there may be other elements to a global citizenship model that could be investigated in future research.

scholarly journals PRODUCING GLOBAL MALAYSIAN SECONDARY STUDENTS THROUGH FOREIGN NOVELS: CHALLENGES

2019 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Yuet Zhou Tan ◽  
Azlina Abdul Aziz
Keyword(s):  
Secondary Students ◽  
Global Citizenship ◽  
Item Analysis ◽  
Ministry Of Education ◽  
Global Citizen ◽  
Global Citizens ◽  
Teachers And Students ◽  
Louise Rosenblatt ◽  
To Receive ◽  
English Culture

The study of literature provides a civilizing effect on a society anywhere around the world. Through these English kinds of literature, there are aspects of English culture encapsulated in it. This could potentially help students to develop as global citizens, which understand not only the feelings, settings, culture and even thoughts conveyed through the literature but being able to apply it to the real world, as a global citizen. If young students are not able to get such valuable exposure in schools, where are they supposed to receive such valuable input? Through this study, it is aimed to provide an overview of how foreign literature English novels chosen by the Ministry of Education has expanded the students' perspective as a global citizen. This paper aimed to reveal the challenges faced by teachers in using these texts in completing the objectives of producing students as global citizens. Thus, by applying Louise Rosenblatt Transactional Theory, it scaffolds this study to examine the challenges faced by English teachers in incorporating global citizenship values through the teaching of foreign novels in English. Data was collected via classroom observations, document analysis and interviews on both teachers and students. The data collected from the interviews, observations and item analysis were analyzed and results were conveyed in different themes, on the challenges faced by the respondents.�

Global Citizenship

2015 ◽  
pp. 263-283
Author(s):  
Steven J. Bigatti ◽  
Emily Sirk ◽  
Michael M. Bigatti ◽  
Silvia M. Bigatti
Keyword(s):  
Study Abroad ◽  
21St Century ◽  
Global Citizenship ◽  
Study Abroad Programs ◽  
Global Citizen ◽  
Global Citizens ◽  
Technology Roadmap ◽  
And Training ◽  
Modern Workplace

This chapter explores the reality of the modern workplace: the demand for global citizens well-exceeds the supply, and while a manager in the 21st century must increasingly be a global citizen manager, this goal is seldom attained. The skills can be learned, but training has not been broadly implemented in schools or businesses, and typically considered the purview solely of study abroad programs or foreign assignments. The chapter presents some key tools on the technology roadmap for use in educating global citizens and training the 21st century manager.

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.

Home and World

2021 ◽  
pp. 168-198
Author(s):  
Jennie Germann Molz
Keyword(s):  
Emotional Intelligence ◽  
Global Citizenship ◽  
International Travel ◽  
Political Obligation ◽  
Collective Agency ◽  
Emotional Competencies ◽  
Global Citizens ◽  
Emotional Dimension ◽  
The World ◽  
Uncertain Future

This chapter interrogates worldschooling parents’ desire to raise their children as global citizens. The analysis reveals three key insights. First, worldschooling parents use global citizenship as a proxy for the uncertain future their children will inherit. Second, they define global citizenship in almost exclusively emotional terms, associating it with feelings like compassion, resilience, gratitude, and comfort with difference. The chapter argues that this focus on the emotional dimension effectively hollows out any political obligation or collective agency that might be associated with global citizenship, converting it instead into a more affective and personalized form of global selfhood. Finally, worldschoolers tend to see global citizenship not as something children are born with but as something that must be cultivated through international travel, exposure to a world of difference, and emotion work. Attentive parents create the “emotional curriculum” that elicits in children a certain temperament, sense of entitlement, and emotional intelligence about their place in the world. What becomes clear is that by teaching their children how to “feel global,” parents are preparing them to feel at home in a world of difference and equipping them with the emotional competencies they will need to flourish in an uncertain future.

Creating Global Citizens Through Multicultural Education

2021 ◽  
pp. 177-194
Author(s):  
Tracy Williams ◽  
Mary Alice Soriero
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Intercultural Competence ◽  
Global Citizenship ◽  
Diverse Students ◽  
Global Studies ◽  
Global Citizens ◽  
The World ◽  
Teachers And Students ◽  
Global Citizenry

The goals of multicultural education are evolving as the world is increasingly interconnected. Fostering inclusion is no longer sufficient; rather, educators should strive to build a global citizenry who values differences and recognizes their responsibilities to others in the world. A classroom based on global citizenship provides an opportunity for all students, not just diverse students, to become invested in the principles of inclusion, equity, and social justice. Drawing upon fields of intercultural competence, social justice, and global studies, the authors present theories and concrete curricular approaches for teachers and students to understand themselves as cultural beings, reconcile their privileges, value inclusion, foster empathy, and develop a sense of responsibility to promote equity. By cultivating these competencies, educators can move forward in fostering global citizenship, an essential instrument in constructing a coexistence.

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