Global Citizenship And Cultural Understanding Pdf
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- Mainstreaming Education for Global Citizenship
- The Moral Education of Global Citizens
- Mainstreaming Education for Global Citizenship
- Global citizenship
Mainstreaming Education for Global Citizenship
It is a way of living that recognises our world is an increasingly complex web of connections and interdependencies. One in which our choices and actions may have repercussions for people and communities locally, nationally or internationally.
Global Citizenship nurtures personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just, and what will minimise harm to our planet. Exploring Global Citizenship themes help learners grow more confident in standing up for their beliefs, and more skilled in evaluating the ethics and impact of their decisions.
There is a great deal of debate and discussion around this question, as there is around the whole concept of globalisation. A useful working definition, however, is offered by Oxfam:. To be effective Global Citizens, young people need to be flexible, creative and proactive.
They need to be able to solve problems, make decisions, think critically, communicate ideas effectively and work well within teams and groups. These skills and attributes are increasingly recognised as being essential to succeed in other areas of 21st century life too, including many workplaces. These skills and qualities cannot be developed without the use of active learning methods through which pupils learn by doing and by collaborating with others.
But so too are the challenges. Young people are entitled to an education that equips them with the knowledge, skills and values they need in order to embrace the opportunities and challenges they encounter, and to create the kind of world that they want to live in. An education that supports their development as Global Citizens. The active, participatory methods of Education for Global Citizenship and Sustainable Development help young people to learn how decisions made by people in other parts of the world affect our lives, just as our decisions affect the lives of others.
Education for Global Citizenship and Sustainable Development also promotes pupil participation in the learning process and in decision-making for the following reasons:. These issues are addressed in the classroom through a wide and evolving variety of participatory teaching and learning methodologies, including structured discussion and debate, role-play, ranking exercises, and communities of enquiry.
Such active methods are now established as good practice in education, and are not unique to global citizenship. Curriculum for Excellence has at its core a commitment to improved student participation in order to develop the four capacities: successful learners, confident individuals, responsible citizens and effective contributors. It is crucial to be aware that, far from promoting one set of answers or values or attitudes, education for global citizenship encourages children and young people to explore, develop and express their own values and opinions.
Always requiring too that they listen to and respect other people's points of view. This is an important step towards children and young people making informed choices as to how they exercise their own rights and their responsibilities to others.
It is also vital that teachers at all levels do not approach education for global citizenship with the feeling that they must have all the answers — impossible anyway in such a fast changing world. The role of the teacher is to enable pupils to find out about their world for themselves and to support them as they learn to assess evidence, negotiate and work with others, solve problems and make informed decisions. SC and a Scottish company limited by guarantee no.
Home About us Global Citizenship. What is Global Citizenship? What is a Global Citizen? A useful working definition, however, is offered by Oxfam: A Global Citizen is someone who: is aware of the wider world and has a sense of their own role as a world citizen respects and values diversity has an understanding of how the world works is outraged by social injustice participates in the community at a range of levels, from the local to the global is willing to act to make the world a more equitable and sustainable place takes responsibility for their actions.
Why is Global Citizenship education needed? Education for Global Citizenship and Sustainable Development also promotes pupil participation in the learning process and in decision-making for the following reasons: Everything done in school sends out messages, so we need to exemplify the values we wish to promote.
If we wish to affirm beliefs about the equality of all human beings and the importance of treating everyone fairly and with respect, we need to ensure that learning processes, and relationships between pupils and teachers, reflect and reinforce these values. Research shows that in more democratic schools pupils feel more in control of their learning, and the quality of teaching, learning and behaviour is better.
The UN Convention on the Rights of the Child affirms the right of children to have their opinions taken into account on matters that affect them. What does it look like in the classroom? About A practical introduction to Global Citizenship Education. Projects Bridge Schools CLPL.
The Moral Education of Global Citizens
It is a way of living that recognises our world is an increasingly complex web of connections and interdependencies. One in which our choices and actions may have repercussions for people and communities locally, nationally or internationally. Global Citizenship nurtures personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just, and what will minimise harm to our planet. Exploring Global Citizenship themes help learners grow more confident in standing up for their beliefs, and more skilled in evaluating the ethics and impact of their decisions. There is a great deal of debate and discussion around this question, as there is around the whole concept of globalisation. A useful working definition, however, is offered by Oxfam:.
Through it, the global community agreed to ensure knowledge, skills, values and attitudes of citizens to lead productive lives, make informed decisions and assume active roles locally and globally with facing and resolving global challenges. To do this, it is important first to reflect practically about the skills and competences of a global citizen and then develop strategies to promote global citizenship education laying out innovative approaches of how these strategies could be implemented at national policy and school levels. Rapid advancement in information and technology fields create lots of uncertainty for future jobs. To prepare for this uncertainty, students need to develop non-cognitive skills besides practical and technical cognitive core skills such as literacy, numeracy, Information and Communication Technology ICT and financial literacy. Current and future generations should have competences to be able to solve complex challenges of the 21 st century.
Keywords Global Citizenship, Cultural Intelligence, making active efforts to understand others' cultural norms /Learning_Teach_Knowledge_dantealighieriofpueblo.org
Mainstreaming Education for Global Citizenship
Global citizenship education is one of the fastest growing educational reform movements today. Although still in its incipient stages, it has support from all corners—teacher unions, governments, corporations, foundations, global institutions, etc. It is best understood as a pedagogical response to the problems, challenges, and opportunities of globalization: migration, cultural difference, environmental crises, and a growing list of global social problems. The world seemingly gets smaller and smaller, boundaries appear to fade away, and we feel more and more connected to corners of the globe that previously felt, quite literally, half a world away. In response to these transformations, schools around the world are focusing their curricular and extra-curricular attention on expanding the consciousness of their students to prepare them for the opportunities and challenges of a global society.
I am pleased to introduce this general issue, which brings together leading scholars to reflect on critical topics ranging from global citizenship education GCE and values and ethics, to citizen identity and the role that textbooks can play in peacebuilding. These topics are more relevant than ever. The main thrust of several articles in this issue concerns issues of interpretation of a field that is still trying to find its feet. Refreshingly free from the usual limited, and typically Western-centric and neoliberal, conceptions of GCE, these articles make a remarkable attempt to expand the definition of GCE and to think through its long-term possibilities.
The ongoing globalisation has led to a tremendous expansion of the English language. With China striving to become part of the world economy since the late 's, there has been a great emphasis placed on the education of young people to become a world citizen with fluent English. All this however needs to be realized through communication in English, the world language.
Moreover, the notion of civic education and engagement has expanded from constituting more of a national focus to one which is global. This in turn, highlighted the reality that civic responsibility is a notion that extends beyond national borders, as well as beyond the scope of one state. Global Citizenship is not new in discourse; however, both the notion as well as the term seems to be witnessing more attention lately as they are both being highlighted across discussions in higher education. Several institutions make reference to global citizenship in their mission statements, as well as make it a goal of theirs in their quest for more liberal education and internationalization efforts. International organizations such as Oxfam among others currently offer a number of definitions which intersect in their approach. Effective Global Citizens are usually flexible, creative and pro-active.
This paper discusses GCED in Sub-Saharan Africa in the context of the post education agenda, with a particular focus on adult education. Efforts towards achieving Education for All EFA has since its inception in yielded significant progress. As a result, there is a strong need for a forward-looking agenda that will complete the unfinished business while going beyond the current goals. There are emerging trends and development challenges in a globalised, inter-connected world, and their implications for education and training. In Africa, the rising issues, such as population growth, youth bulge, urbanisation, climate change and inequalities have urged policymakers to re-prioritise their policies, leading to structural transformation for inclusive and people-centred development African Union