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.

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.

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.

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.

scholarly journals Linking global consumer culture and ethnocentric consumerism to global citizenship: exploring the mediating effect of cultural intelligence

2020 ◽  
Vol 40 (7/8) ◽  
pp. 659-675
Author(s):  
Aluisius Hery Pratono ◽  
Denni Arli
Keyword(s):  
Consumer Culture ◽  
Structural Equation ◽  
Cultural Intelligence ◽  
Online Survey ◽  
Global Citizenship ◽  
Equation Model ◽  
Mediating Effect ◽  
Content Type ◽  
The Impact ◽  
Consumer Culture Theory

PurposeThis article attempts to understand the impact of global consumer culture and ethnocentric consumerism on global citizenship by identifying the mediating effect of cultural intelligence.Design/methodology/approachThe proposed structural equation model explains the relationship between global consumer culture, ethnocentric consumerism, and global citizenship. The empirical analysis involves an online survey targeted young people in Indonesia context.FindingsThe empirical evidence broadly supports the view that cultural intelligence strengthens the impact of global consumer culture and ethnocentric consumerism on global citizenship. There is a strong tendency in this study to suggest that global consumerism will not be able to contribute to global citizenship unless cultural intelligence provides as a mediating variable. However, the results do not support the mainstream literature, which suggests that ethnocentric consumerism harms global citizenship.Originality/valueThis study extends the discussion on achieving sustainable development by examining global citizenship leads to a better understanding of consumer culture theory.

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.�

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.

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.

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.

Construction and Initial Validation of a Dictionary for Global Citizen Linguistic Markers

2015 ◽  
pp. 809-822
Author(s):  
Stephen Reysen ◽  
Lindsey Pierce ◽  
Gideon Mazambani ◽  
Ida Mohebpour ◽  
Curtis Puryear ◽  
...  
Keyword(s):  
Reaction Time ◽  
Global Citizenship ◽  
Core Values ◽  
Global Citizen ◽  
Categorization Task ◽  
Global Citizens ◽  
Linguistic Markers ◽  
Initial Validation ◽  
Initial List

The four studies constructed and examined the validity of a text-based dictionary for assessing the values related to global citizenship. In Study 1, an initial list of words related to global citizens was obtained by conducting an analysis of participant definitions of the construct. In Study 2, the list obtained in Study 1 was further explored through a reaction time based categorization task. Words most quickly and reliably associated with global citizens were combined with synonyms to comprise the final global citizen dictionary. In Study 3, a greater number of global citizen related words were used to describe a global citizen (vs. entrepreneur). In Study 4, the use of global citizen related words when describing one's core values was shown to predict antecedents, identification, and outcomes of global citizenship. Together, the results provide initial validation of a linguistic measure of values related to global citizenship.

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