What is global citizenship, exactly? Are we all global citizens? In The Practices of Global Citizenship, Hans Schattle provides a striking account of how global citizenship is taking on much greater significance in everyday life. This lively book includes many fascinating conversations with global citizens all around the world. Their personal stories and reflections illustrate how global citizenship relates to important concepts such as awareness, responsibility, participation, cross-cultural empathy, international mobility, and achievement. Now more than ever, global citizenship is being put into practice by schools, universities, corporations, community organizations, and government institutions. This book is a must-read for everyone who participates in global events--all of us.
This volume offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning. Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of "conscientization", GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics. This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.
Author's abstract: This study explores my border crossing experience among and between cultures. Although a large portion of my narrative addresses my time living as a Fulbright grantee in Latvia, this study is much more than a solitary six-month sojourn. It is a lifelong journey and an attempt to understand what is entailed when we cross physical, cultural, linguistic, socio-political, and intellectual borders. Four bodies of research provide the theoretical framework for the study: critical theory (Apple, 2001; Aronowitz and Giroux, 1993; Ayers, 2006; Chomsky, 2004, 2006; McLaren, 1997, 2005; Giroux, 1992; Zinn, 1980, 2007), exile and borderland pedagogy (Anzaldúa, 1987; Freire & Faundez, 1989; He, 2003, 2010; Said, 1996, 1999, 2000), cosmopolitanism and world citizenship (Aoki, 2005; Appiah, 2006; Clifford, 1988, 1997; Derrida, 2003; Geertz, 1995; Nussbaum, 1997), and the cultivation of cultural identity (Bateson, 1994; Boym, 2001; Maalouf, 1994; Martin, 2002; Sen, 2006). I draw upon a wide array of methodological approaches in my inquiry such as autobiographical narrative inquiry (Phillion, He & Connelly, 2005; He and Phillion, 2008), the art of memoir and intercultural autobiographical narrative (Aciman, 1996; Dorfman, 1998; Geertz, 1995; He, 2003, Hoffman, 1989, 1999; Kaplan, 1993; Liu, 1998; Pomfret, 2007; Said, 1999; Santiago, 1993), and socially-conscious autobiographical narrative (Ayers, 2001; Horton, 1998; McLaurin, 1998). The power of this line of inquiry lies in its possibilities to capture the contradictions and paradoxes of the border crossing experience, 'to honor the subtleties, fluidities, and complexities of such experience, and to cultivate understanding towards individual cross-cultural experience and the multicultural contexts that shape and are shaped by such experience" (He, 2003, p. xvii). A major goal for this study was to explore what it means to be a global citizen and how we can cultivate engaged, empathetic, and multicultural perspectives in learning, teaching, and life. In an unplanned detour, rather than determining a concrete path towards global citizenship, the key findings for this inquiry deconstruct the contradictions and complexities of the term global citizen. There is no one exemplar global citizen as global citizens are as diverse as the routes they take in life. I begin to understand that global citizenship is not an inquiry topic that can be resolved in one study, through one story, or by one person. Global citizenship is a fluid and dynamic process. Intellectual and cultural borders change with every trip, every encounter, and every reflection. Although I did not uncover a standard or exemplary path towards global citizenship, this inquiry beckons future research about issues that impact the cultivation of the global citizen, including nationalism, cultural identity, nostalgia, modes of acculturation, and multicultural education.
Globalization and Global Citizenship examines the meaning and realities of global citizenship as a manifestation of recent trends in globalization. In an interdisciplinary approach, the chapters outline and analyse the most significant dimensions of global citizenship, including transnational, historical, and cultural variations in its practice; foreign and domestic policy influences; and its impact on personal identities. The contributions ask and explore questions that are of immediate relevance for today’s scholars, including: How does globalization in its current form present a new set of challenges for states, non-state actors, and individual citizens? How has globalization diminished, expanded, or complicated notions of citizenship? What rights could exist outside the context of state sovereignty? How can social accountability be imagined beyond the borders of towns, cities, or states? What forms of political representational legitimacy could be productive on the global level? When is it useful, possible or desirable for individuals to identify with global political communities? Drawing together a broad range of contributors and cutting edge research the volume offers chapters that seek to reflect the full spectrum of approaches and topics, providing a valuable resource which highlights the value of an extended and thoughtful study of the idea and practice of global citizenship within a broader consideration of the processes of globalization. It will be of great use to graduates and scholars of international relations, sociology, and global studies/affairs, as well as globalization.
This book explains the rationale of the changes and challenges of Taiwanese citizenship which emphasizes the various identities in the global and multicultural era. It explores the evolving relationship between the social movements, citizenship, the education of citizens and the young peoples’ viewpoints, asking how citizenship has been conceptualised in a dramatic transformation age. How has the curriculum and pedagogy designed to fit the global changes for cultivating young generations with rights and responsibilities to interpret in and adapt for the competence of citizenship? And what outcomes and attainments had the Taiwan’s undergraduates’ knowledge, attitudes and practices of competency on citizenship?
Globalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world. This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens.
A cheerful, optimistic handbook for parents and carers shaping the next generation of responsible global citizens – ready to change the world for the better! Our children have the energy, capacity, and passion to create and nurture a global culture in which inclusion, acceptance, respect, and participation are the core values that underpin a human being's every interaction. As parents and caregivers, our job is to help our children take their first steps along that path. Raising truly globally minded, and socially conscious children happens at home and in the community. Children can be inspired, equipped, and mobilized to make a difference in the world. By encouraging values such as responsible and kind use of social media, respect, open mindedness, empathy, a sense of community, parents can help to shape a new generation of emotionally intelligent, outward-looking, politically ethical world citizens. Relevant to parents of children of all ages—from toddlers to teens—the book gives practical advice on how to talk to your children, the vocabulary to use, and activities and projects you can undertake with your children, from planting a tree to keeping a gratitude diary to cooking themed cuisines. And you'll find out how to model global citizenship through your own day-to-day actions.
Global Citizenship is a popular ideology that underpins education initiatives in formal, informal, and non-formal settings around the world. Based on concepts such as empathy, sustainability, social responsibility, and cross-cultural understanding, global citizenship education (GCED) is widely criticized for failing to offer a critical pedagogical framework that encourages the examination of political and economic global power structures. This paper identifies the relationship between GCED initiatives and anxiety regarding neoliberal globalization. Based on a critical discourse analysis (CDA) of GCED, including the examination of UNESCO's Education 2030 Agenda and Framework for Action, this paper suggests that a there is a critical political economy deficit not only in practices of GCED, but also in the foundational policy's behind such initiatives.
