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Reflections on Global Citizenship

Written by madeleine pownall, richard harris, pam birtill.

In 2021, we started a Leeds Institute for Teaching Excellence (LITE) fellowship that aims to help academics embed Global Citizenship (GC) in the curriculum. ‘Global Citizenship’ broadly refers to the use of subject-specific knowledge and skills to contribute meaningfully and thoughtfully to solving global problems. This includes issues like climate change, sustainability, social justice, and equality. Global citizenship is having a ‘moment’ currently, both in the university and beyond. For example, global citizenship education aligns with UNESCO’s global Sustainable Development Goals and the ‘education for sustainment development’ agenda and is increasingly being embedded in Higher Education policy and practice.

Our Fellowship

Our interest in Global Citizenship was initially inspired by our previous work on psychological literacy. Psychological literacy is a pedagogical approach and set of graduate attributes, which is all about helping psychology students to understand how they can apply their psychological knowledge to solving global problems. We were curious about whether the concept of psychological literacy can be applied to other subjects (Is there a ‘mathematics literacy?’ A ‘fine arts literacy’? What do they look like and what do they share?).

The more we explored the literature, the clearer it was that psychological literacy is a subject-specific implementation of global citizenship. Our fellowship aims to:

• Understand what that might look like across the university
• Investigate how staff and students relate to this term
• Develop a toolkit to facilitate embedding global citizenship in our new redefined curriculum

What we’ve done

So far in our fellowship, we have focused on listening to staff perceptions of global citizenship via our ‘GC Conversations’, which are open to anyone. We wanted to start broad and get an overall sense of whether global citizenship ‘fits’ (or, indeed, does not fit) within different disciplines and subjects across the institution. To do this, we had a three-step process:

• First, what skills does global citizenship encompass? What are the core attributes of global citizenship?
• Are these attributes present in the QAA subject benchmark statements? Are students across disciplines expected to develop all of these attributes or are some less relevant than others?
• What does this look like in a Leeds context?

To tackle the first of these questions, we created a framework for global citizenship with the help of our Academic Advisory Group. This encompasses the six attributes that we consider to be most aligned with global citizenship (e.g., the ability to take intercultural perspectives, engage in reflective practice, understand sustainability etc). Once we had established these, we then undertook a deductive content analysis of all 48 QAA subject benchmark statements, combing through each one to try and establish where these attributes may sit in each discipline. This analysis broadly confirmed that global citizenship is (explicitly and implicitly) covered throughout academic subjects.

We’re now turning our focus to the final question: we’ve created a broad understanding of what global citizenship may look like across the sector, but what does this mean for Leeds? Our various conversations with colleagues tell us that there are some reservations about the use of the term ‘global citizenship’, given the perceived connotations with white saviourism, internationalisation, and voluntourism, and conflicts between climate change and global travel. Therefore, we are focusing on understanding how we can negotiate these concerns with terminology, while promoting the integration of these attributes in the curriculum.

What we’re planning

The next step is to embed student voice(s) into the project. We’re running a large-scale, mixed-methods survey which will ask students whether our pillars of global citizenship make any sense to them and, more generally, how they relate to the concept of global citizenship. This work will take us into early 2023, when we’ll start to consider subject-specific implementation of global citizenship in the context of the University of Leeds. We are excited to start bringing students into these conversations, as this will provide (hopefully!) the missing piece of our global citizenship puzzle.

Madeleine Pownall

Richard harris, pam birtill.

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Articles Reflections on Global Citizenship

Reflections on Global Citizenship

Global citizenship has become quite the buzzword throughout the education world over the past few years. It ends up in mission statements and visions in international schools worldwide. Yet, like many aspects related to teaching, there exists much ambiguity surrounding what the term means, what value the global citizen has, the best ways to nurture a global citizen, and what role schools have in developing and nurturing global citizenship.

Our Anglo-American School of Sofia is no different. In fact, we have an entirely separate section of our mission devoted to Global Citizenship which states, among other things, that, “At AAS, we recognize global citizenship transcends school approach, beliefs, and actions.” (AAS, 2022). With all of the above in mind, it seems only appropriate that we explore, investigate and engage with the challenges surrounding this ubiquitous term.

“Culture tends to argue that it forbids only that which is unnatural. But from a biological perspective, nothing is unnatural. Whatever is possible is by definition also natural” , so states Yuval Harari in his first novel Sapiens . As a science teacher and pseudo-scientist, I tend to view most aspects of the world through a scientific lens, looking at things like measurability, predictability, and observability. And so when I think about Global Citizenship, my approach is generally the same, how can science give us insight into global citizenship, and how does, or should, being a global citizen influence how science is carried out and taught?

I think that Harari’s quote is provocative and provides an interesting foundation for a number of questions and situations that demonstrate the challenges we often consider when facing the challenges of global citizenship education. We can look at three of these questions, with a corresponding issue

• Discrimination through the AI algorithm: Why do we teach and develop tolerance, respect, and understanding for others’ humanity? Though pure science may seem to remove the cultural aspect from the human, it is far harder for the human doing the science to do the same. Living in the technologically advanced world that we do requires lines upon lines of code for computer algorithms. These directional paths for computers do everything from assisting in medical diagnosis to identity verification for police and banks. Although the tech is infallible, it does what it is programmed to do, the programmer themselves must be infallible as well, an unlikely scenario. A key fear here is that while developing the algorithm the data used does not encompass the full range of human diversity and thus “leaves people out”. When the foundations of the program are incomplete, or worse yet, biased towards a certain group of people, then the learning and development of the program will continue from an invalid foundation. How do we make sure that programmers and computer scientists are considering their own biases and how do we make sure that the programs that are working for us are developed for all of us? These are Global Citizenship questions. Further reading and inspiration- Managing AI Bias
• Global Climate Change : How do we hope students will approach global challenges as global citizens? 2050 seems to be a good date. We have been exposed to the effects of climate change and our influence on its ever-increasing impact for well over 80 years, and yet, significant development and strong efforts to combat its causes and effects seem few and far between. It is a global issue by definition. Few other challenges affect such a range of peoples and places as climate change. The need for a global solution from a diverse, empathetic, and motivated source will be the only way that means by which we begin to take the steps necessary to create a reasonable future for future generations. How does education empower future generations with this knowledge and the urgency to take action as a unified force? These are global citizenship questions. Further Reading and Inspiration- Predictions of Future Global Climate

Ian Harrington, MS Science Teacher 

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Essay on Global Citizenship

Students are often asked to write an essay on Global Citizenship in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Global Citizenship

What is global citizenship.

Global citizenship means seeing yourself as a part of the whole world, not just your country. It’s about caring for people and the planet, no matter where they are. Global citizens work together to solve big problems like poverty and climate change.

Responsibilities of Global Citizens

Being a global citizen means you have duties. You should learn about different cultures, respect the environment, and help others. It’s about making good choices that don’t hurt others around the world.

Benefits of Global Citizenship

When we act as global citizens, we make the world better. We get to understand different people and can work on making peace. It also helps us to solve big problems that affect everyone, like keeping the earth clean and safe.

250 Words Essay on Global Citizenship

Global citizenship is the idea that everyone on our planet is part of a big community. It’s like thinking of the whole world as one big neighborhood. People who believe in global citizenship care about issues that affect everyone, no matter where they live.

Caring for the Earth

Helping each other.

Global citizens also think it’s important to help people in need. This could be by giving money to charities that work all over the world or by learning about different cultures and understanding people who are different from us.

Another big idea in global citizenship is fairness. This means making sure that people everywhere have what they need, like food, water, and a chance to go to school. It’s not fair if some people have too much while others have too little.

Working Together

Finally, global citizenship is about countries and people working together to solve big problems. This can be anything from fighting diseases that spread across countries to making sure everyone has a good place to live.

In short, being a global citizen means caring for our world and the people in it. It’s about learning, sharing, and working together to make the world a better place for everyone.

500 Words Essay on Global Citizenship

Imagine a big school that has students from every part of the world. These students learn together, play together, and help each other. This is a bit like what global citizenship is. Global citizenship means thinking of yourself as a part of one big world community. Instead of just looking after the people in your own town or country, you care about everyone on Earth.

Why is Global Citizenship Important?

Respecting cultures and people.

Global citizens respect and learn about different cultures and people. Every culture has its own special stories, food, and ways of living. When you are a global citizen, you are curious about these differences and you understand that every person is important, no matter where they come from.

Taking Care of the Planet

Our Earth is the only home we have. Global citizens take care of it by doing things like recycling, saving water, and planting trees. We all share the same air, water, and land, so it’s everyone’s job to look after them.

Helping Others

Learning and sharing knowledge.

Being a global citizen also means learning about the world and sharing what you know. You can read books, watch films, or talk to people from different places. Then, you can share what you learn with your friends and family.

Being Active in Your Community

Even though global citizenship is about the whole world, it starts in your own community. You can join groups that clean up parks, help people who are sick, or raise money for good causes. By doing small things where you live, you are being a part of something much bigger.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

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Reflection, Action, and Variation Within Global Citizenship Education

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Becoming a global citizen is a process that is never complete—we are always working toward greater understanding of the world and the people living in it. Today, Jason Harshman , Assistant Professor of Social Studies and Global Education at the University of Iowa, shares ways that teachers can assist their students in this journey. And mark your calendar for Thursday, November 19th at 8pm ET for a special #GlobalEdChat on Twitter hosted by the U.S. Department of Education and the Peace Corps (U.S. Department of State). We will discuss providing access to global education for all students.

Educating for global citizenship involves fostering curiosity about, and a desire to learn from, people who see the world differently than you. Of course, developing these dispositions to learning, as well as the competencies associated with global citizenship, take time to develop and require continued and critical self-reflection. Although inherently complex, global citizenship education must be an integral part of PK-16 education.

I offer suggestions for global educators to consider when reflecting on what informs their worldview and how their perspectives color their pedagogy, the possibilities and limitations of classroom projects designed to promote active global citizenship, and the complex as well as liminal nature of what it means to be a global citizen.

Reflection in Global Citizenship Education Reflecting on our perspectives can be challenging and at times uncomfortable because it involves admission that our understanding of a given issue or topic is incomplete and perhaps biased. In thinking about this challenge as an opportunity to learn, and by admitting that we possess biases, we recognize that if this is true for us, it must be true for all people. That is, if we make decisions based on cultural values, familial traditions, socially constructed norms, and educational experiences, then it is true that all people develop worldviews based on myriad influences and inherent biases. By acknowledging that how we think about the world is only one of many valid perspectives, we begin the important work of reflecting on the deeper influences that consciously or subconsciously influence our worldviews.

Educators working to develop the skills and competencies that come with developing open-mindedness are encouraged to create cross-cultural learning opportunities for themselves and their students. These can include inviting guest speakers to the classroom from local cultural and nonprofit organizations that work with people who are newly arrived in the country, collaborating with organizations that use technology to connect classrooms in one country with classrooms and organizations across the world, or partnering with nearby college and university faculty and offices that work with international students. Developing a more open-minded worldview involves being uncomfortable, and global educators should let students know that being uncomfortable with difference is an integral part of the learning process, and that they should avoid judging the beliefs and practices of others simply because they are different.

Questions that educators can ask themselves and students as part of the reflective process within global citizenship education include:

• Whose perspective is missing?
• What influences my global perspective and how does my perspective inform my decision making as an educator/student?

Action in Global Citizenship Education Global is not a term we should use to generalize the nature of how people around the world interact or describe multiple systems associated with globalization. Becoming global is a continuous process that takes time and requires regular reflection on what informs our perspectives. One goal of global citizenship education is for students to be informed, responsible, and culturally sensitive agents for change. And, while developing a state of being that involves working for change is a desirable outcome of global citizenship education, so too are changes related to habits of mind, consumerism, environmental stewardship, and dispositions toward social justice—and injustice.

When teaching for global citizenship, educators should provide students with opportunities to select issues that interest them, even if they appear small compared to the enormity of the world’s needs. As a global educator, you can help students understand that they can work to reduce poverty and assist them in establishing a plan to sustain their involvement with issues related to it. Achieving this goal, however, is not possible with any one assignment, project, course, or even total time in PK-16 education. Providing multiple learning experiences, in different contexts, that encourage students to make personal connections for prolonged periods of time contributes to their development as global citizens.

Questions that educators can ask themselves and students when determining the actions they will take as part of global citizenship education include:

• In what ways are the people we intend to help involved in deciding what we intend to do?
• How do we guard against perpetuating inequity and social injustice while promoting responsible and active global citizenship education?

Variation in Global Citizenship Education The competencies students develop by working and reflecting on their connection to complex global issues in and out of school will develop at different rates over the course of their lives. Even though students may participate in the same or very similar projects within a social studies or science course, they will likely be at different points in the process of becoming a global citizen when those projects begin and conclude. Global citizenship education includes shifts in thinking, and while some may experience changes considered to be progressive, others might regress in their thinking, depending on the circumstances in which they work, the biases they demonstrate, or the habits of mind they do not unpack. Consequently, the outcomes of global citizenship education will vary because such pedagogy is dependent on place, positionality, context, and reflection upon learning and actions taken rather than a prescribed, universal, or mono-directional orthodoxy.

A project-based learning approach within global citizenship education provides multiple opportunities for differentiation, offers multiple learning outcomes, and provides a variety of entry points for students who find themselves at different points on a global citizenship spectrum. Recognizing that there are varying degrees of willingness to engage in one’s responsibilities as a global citizen, educators must be mindful that even if students comprehend the inequity and complexity related to global issues, they may not be inclined to generate transformative and sustained actions for change. Additionally, it is necessary to assure students that because of the complexity associated with global issues, such as working with people with different worldviews, the solutions students propose or the actions they take may not eliminate a problem or even improve a situation. Consequently, when developing and evaluating student projects, global educators are right to allow students to demonstrate their competencies, and the extent to which they identify as global citizens in a variety of ways.

Questions that educators can ask themselves and students as they assess the degree to which they are global citizens include:

• What role does privilege play in my ability to be a global citizen?
• To what extent do the actions I consider to be positive examples of global citizenship adversely affect people and places I do and do not know?

The questions offered above can inform the critical self-reflection teachers and students are encouraged to engage in when evaluating their own global citizenship.

The author can be reached at [email protected] and followed on Twitter @tchlrnchnge .

The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Importance of Being a Global Citizen Essay

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Introduction

The distinction between globalism and globalization, being a global citizen in the world of advanced technologies, disagreement between theorists about the definition of global citizenship, choosing and explaining two of the six outcomes of global citizenship, describing at least two personal examples, identifying and explaining two specific general education courses.

The relevance of being a global citizen is that through international encounters, people develop a considerable awareness of the problems faced by various parts of the world. In this case, being such a person encourages young individuals to focus more deeply on the effects of their activities and decisions on other areas of the world. Although becoming such a citizen is critical in contemporary society, there is a need to differentiate between globalism and globalization.

Globalization refers to the spread of jobs, information, products, and technology across nations in the world. On the other hand, globalism refers to an ideology regarding the belief that goods, knowledge, and people should cross international borders without restrictions (Reysen & Katzarska-Miller, 2013). Globalization means civilization, where people migrate to any part of the world despite the risks involved. Globalism is an ideology committed to favoring globalization and placing the interests of the world above the interests of individual countries.

Global citizenship is a crucial step that people should take because it has its advantages. In the world of advanced technology, being a global citizen is helpful because it assists in succeeding in meeting individual, professional, and academic goals and objectives. Modern technology helps people to keep in touch or communicate with business partners, family, and friends through text messages and emails (Ahmad, 2013). Through globalization, people can share information from any part of the world. In contemporary society, advanced technology has become the key to communication, enabling people to meet their professional, academic, and individual goals.

Various theorists disagree about the definition of global citizenship because they have divergent meanings. For this reason, some define the concept in their own words, while others believe that it is a concept that has to be taught to people (Reysen & Katzarska-Miller, 2013). In addition, other individuals believe that global citizenship needs people to be isolated from their customs and cultures. Some theorists feel that when a person becomes a global citizen, they will not be considered fully part of one country. Therefore, such people will have challenges living within the social spheres of such an area. After reading the article by Katzarska-Miller and Reysen, I defined global citizenship as becoming exposed and interconnected to international cultures that give people opportunities to develop their identities.

The two of the six outcomes that I choose include social justice and valuing diversity, and they are the most relevant in becoming a global citizen concerning others. When a person embraces such citizenship, one understands that silencing people is not the solution in the community and that they have to be allowed to serve (Arditi, 2004). Therefore, social justice ensures that oppressing others is not the solution and that giving individuals a chance is the best thing. Social justice ensures that human beings do not miss out on growth and development opportunities because of a lack of diversity. Valuing diversity helps one to become such an individual as it assists a person in recognizing the fact that the world has different people. Therefore, global citizenship can relate to individuals from other parts of the globe. Such an interaction could be on academic or business grounds as the world becomes increasingly interconnected.

In my life, I have had to relate with individuals from all corners of the world. Therefore, I view myself as a global citizen because I value and embrace diversity in all my undertakings. For example, my school embraces diversity and inclusion, where students are admitted from different parts of the world. In this case, my school environment has become one of the most significant contributors to my value for diversity over the years (De Soto, 2015). In school, I interact with other students from Europe, Asia, Africa, Australia, Canada, and other parts of America other than the United States. I have understood the challenges of interacting with foreigners, such as differentiated business cultures and language barriers. In school and my immediate environment, I have come to appreciate treating other people as the law requires. Therefore, I have come to respect everyone and do not like seeing people being oppressed.

The two general education courses that contributed the most to being a global citizen include Introduction to Literature and Introduction to social responsibility and Ethics. The concept of global citizenship has shaped my identity, and being such a citizen has made me a better person in the community (Arditi, 2004). The literature course has strengthened my ability to learn other people’s cultures, customs, and traditions, which has enabled me to appreciate diversity more. Social responsibility and ethics as a course have helped me to strengthen my ability to determine what is right before taking any action.

In conclusion, global citizenship is a concept that has relevance in contemporary society. In addition, being a citizen enables one to comprehend other relevant concepts, such as globalization and globalism. Being a student allows one to appreciate diversity and inclusivity, pertinent elements of globalization or being a global citizen. For example, studying some courses such as ethics and literature helps one understand and appreciate others.

Ahmad, A. (2013). A global ethics for a globalized world (Links to an external site.). Policy Perspectives, 10(1), 63-77. Web.

Arditi, B. (2004). From globalism to globalization: The Politics of Resistance . New Political Science , 26 (1), 5–22. Web.

De Soto, H. (2015) . Globalization at the Crossroads. [Video]. You Tube. Web.

Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology , 48 (5), 858–870.

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IvyPanda. (2023, August 19). Importance of Being a Global Citizen. https://ivypanda.com/essays/importance-of-being-a-global-citizen/

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IvyPanda . 2023. "Importance of Being a Global Citizen." August 19, 2023. https://ivypanda.com/essays/importance-of-being-a-global-citizen/.

1. IvyPanda . "Importance of Being a Global Citizen." August 19, 2023. https://ivypanda.com/essays/importance-of-being-a-global-citizen/.

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IvyPanda . "Importance of Being a Global Citizen." August 19, 2023. https://ivypanda.com/essays/importance-of-being-a-global-citizen/.

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Global Citizenship and Intercultural Literacy with Study Abroad

Hub sa 225: global citizenship and intercultural literacy with study abroad.

Undergraduate students who study abroad can fulfill a single Hub requirement in Global Citizenship and Intercultural Literacy (GCI). No course enrollment is required. This is separate from and in addition to any courses a student may take while abroad that satisfy GCI.

What is it?

• 0-credit course
• Available to BU undergraduate students studying abroad
• Requires a written reflection of 750-1000 words submitted for review to the Hub
• Fulfills 1 Hub requirement in GCI

Submit a completed GCI Form and a written reflection of 750-1000 words to [email protected] , either in the semester you are studying abroad or by the deadline of the semester following.

* NOTE: HUB SA 225 may also be completed in the summer, if you are graduating in September. Email [email protected] for more details.

Requirements:

• CONSULT with a study abroad program director or a program leader/ supervisor about how you will meet the GCI learning outcomes during your experience abroad (learning outcomes are at the bottom of this page).
• WRITE a reflection paper of 750-1000 words that discusses how you accomplished the GCI learning outcome #2 during your abroad experience. You may also include how you accomplished learning outcomes #1 and #3 if appropriate, but this is not required.
• COMPLETE the GCI Form . Both you and a study abroad program director or a program leader/ supervisor must sign the form to verify your participation in your study abroad program.
• SEND your written reflection paper and the signed/completed GCI Form to [email protected] . You must submit your materials by the deadline above either during your semester abroad or within the semester following your abroad experience.

More about the Written Reflection Paper and Grading

Below are the three learning outcomes for GCI. To fulfill the requirement via study abroad, you must reflect on how you have met the second learning outcome while studying abroad and may also include reflection on meeting the first or third learning outcome, if appropriate. Your written reflection paper of 750-1000 words should address how your immersion in a different culture through study abroad allowed you to meet the learning outcome(s).

A faculty member of the General Education Committee will review your paper. The faculty reviewer may ask you to provide more information or revisions prior to approving your paper.

You will be awarded a Hub requirement in GCI after a successful review of your reflection paper. “HUB SA 225: Global Citizenship and Intercultural Literacy with Study Abroad” will appear on your transcript as a 0-credit course with a P (passing) grade and you will have one GCI requirement fulfilled in your degree progress report.

Learning Outcomes for BU Hub Area Global Citizenship and Intercultural Literacy (GCI)

• Students will demonstrate, through comparative reflection or analysis, an understanding of global diversity as expressed in at least two different languages, cultures, religions, political systems, or societies.
• Students will demonstrate detailed understanding of at least two cultural contexts through language or culture study at BU, participation in a language or culture living-learning community at BU, or study abroad. This will involve reflection and cultivating diverse approaches to linguistic, cultural, religious, political, social, and/or historic factors that have helped produce these cultural contexts.
• Students will demonstrate detailed understanding of the ways in which historical and systemic bases of social and racial inequities occur in the world today. This may include awareness of systems of racial inequity (such as in education, employment, health, housing, data science, artificial intelligence (AI), machine learning, and the law), the social consequences of such inequities, and antiracist or other activism aimed at creating a more just and equitable society.

Questions: Please email [email protected] or call the Hub Office at 617-358-6535.

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Global Citizenship Education in ASPnet Schools: An Ethical Framework for Action A Reflection Paper prepared for the Canadian Commission for UNESCO

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This report offers teachers and schools an ethical framework to practice global citizenship, based on conviviality and the “whole-school approach”. Written for the UNESCO Associated Schools network (AspNet schools), the report includes a short section on the history of global citizenship education and UNESCO; a section on global citizenship education as an ethical position; a section on "conviviality" and "learning to live together" and a section on activities and strategies that can enhance a global citizenship perspective in schools. The report also provides a variety of resources to integrate global citizenship and indigenous perspectives in classrooms.

Marcela Tchimino

In this article the author introduces a pilot project for international educational partnership in the field of Education for Global Citizenship outlining not only the project itself but its conceptual background. (DIPF/Orig.)

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A ‘World in 2030’ survey carried out by UNESCO in the months May through September 2020 indicates that “climate change and biodiversity loss” by far are the biggest concerns of the around 15.000 participants, who at the same time indicate that education and multilateralism are seen as the most important solutions to global issues. In this article, I will discuss possibilities and limitations of (global citizenship) education in versions of skills- and competency-based versus virtue/value-based approaches as means of solving current global issues and concerns, including (unknown) futures of education at a local and global level.

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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 globalisa-tion, 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.

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I have sought to teach and expose students to educational experiences intentionally focused on global citizenship development for nearly 15 years as an educator. I have worked with many colleagues to problematize this complex concept (Perry, Stoner, & Tarrant, 2012); uncover and illuminate solutions and criteria to reify it (Stoner, Tarrant, Perry, Stoner, Wearing, & Lyons, 2014); and determine the pedagogical conditions that seem to best contribute to a student’s development as a global citizen (Bell, Gibson, Tarrant, Perry, & Stoner, 2016). Through these efforts, we have struck gold. Not as much in the problematizing, reifying, and determining of the pedagogical conditions conducive to global citizenship development, but actually in the citizen-students who seem to understand what it means to be a global citizen. I think of Aaron Marshall (class of 2014, Western Carolina University), Bridget Williams (class of 2015, University of Canterbury), and my 8-year-old daughter Prescott Perry (class of “2035”, future institution unknown).

To be honest, I don’t think I ever fully understood the content and pedagogy for teaching global citizenship skills until I became a father. I often jest that I have been working to prepare a well-rounded global citizen since day one with my now 8-year-old. This eight-year experiment has been informed by my own research and lived experiences. I will discuss those core tenets of global citizenship development across four educational initiatives: Tools, Experiences, Goals, & Reflection.

Educational Tools

• United Nations Sustainable Development Goals (SDGs) are the blueprint for achieving a better and more sustainable future for all. They address the global challenges we face, including poverty, inequality, climate change, environmental degradation, peace, and justice. To make these SDGs accessible, relatable, and actionable at the individual citizen level, Bead & Proceed exists to educate and inspire daily, collective and individual action towards the SDGs through creativity.
• Little Passports helps introduce youth (3-10 years old) to world geography, travel, cultures, arts, and much more. These subscription-based kits help meet children where they are, expose them to the world through creative, hands-on, and engaging activities that make the idea of the world and global citizenship accessible for everyone. My daughters love these experiences. ‍
• Duolingo is a language learning app that is designed to be personal, universally accessible, and fun for learners interested in learning a new language from scratch or continuing a language learners’ journey to fluency. I currently have a 1,200 day streak learning Spanish. ‍
• World101 is a growing library of free multimedia resources that provide an immersive learning experience in a variety of settings: in classrooms, corporate training rooms, and at home. World101 makes complex international relations and foreign policy issues accessible to learners —both inside and outside formal academic settings— and helps the American public understand build an understanding of today’s most pressing issues and how those issues are relevant to them, thus preparing them to make a difference.

Educational Experiences

• Learning another language can fundamentally change the way you view the world. There is so much beauty to be learned in the exercise of learning another language. For example, learning Spanish has changed the way I look at the context (e.g., el gato can mean cat or carjack depending upon the context it is being used), spirituality (e.g., regar means to water and rezar means to pray – to me, that is beautiful as I view prayer as watering and nourishing one’s spirituality), leadership (e.g., the verb facilitar means to make easier and to me, that is why leaders exist – to make our world an easier place to be yourself), and relationships (e.g., the word esposa means wife, while esposas means handcuffs). Language has a way of inviting you to think about things differently through the simple (or complex) translation of words and their associated meaning.
• While language can open your mind to new ways of knowing and meaning-making, traveling, witnessing, and engaging with — and respecting—  cultures other than your own can change how you see the world and subsequently how you engage with it. As noted by Lord Thomas Dewar, a mind, like a parachute, works better when it is opened. 
• Engaging with the World Within can happen where you are right now. In 2001, I was a freshman at the University of Central Oklahoma (UCO). On September 11, hijackers flew airplanes into the Twin Towers in New York City, the Pentagon, and a field in Pennsylvania, taking with them the lives of 2,977 people and the remaining innocence of a generation. I will never forget that within one week of that tragedy, UCO’s then President, Roger Webb, organized a program that brought every student on campus together to celebrate the nearly 2,000 international students on our campus representing countries and nationalities all over the world along with the almost 10,000 students from Oklahoma and other states across the USA. We came together to celebrate our cultures and find common ground in the wake of a national and global tragedy. In our small group breakouts, I was reminded that a conversation could rise to be a transformative experience.

Educational Goals

Global Citizens will work to:

• Become an Awareican (a citizen of the world) in a world with blinders. An Awareican [uh-wair-i-kuhn] (noun) means of or related to being aware of what is going on around you and having a propensity or disposition to do something about it. Awareness and fostering a global mindset lead to the likelihood of doing something. Anyone can be an Awareican and overcome ignorance.
• Lend a hand, don’t point a finger. While being an Awareican is an essential first step, an attitude that will lead to action, “lending a hand,” is critical and expected of a global citizen. 
• Become adaptable by stepping outside your comfort zones while staying true to yourself and your values — this is more easily said than done. Exposure to new information can lead a global citizen to step outside their cognitive comfort zone; experiencing an emotional dilemma can cause one to step outside their affective comfort zone; and being in new environmental conditions can lead to a departure from the behavioral comfort zone. All transformational learning is catalyzed by some form of disorienting dilemma (Mezirow, 1991). Anyone who is evolving into a global citizen will experience this disorientation.

Educational Reflection

• To be clear, reflection to me is that period when you can stop (the doing of life, for a moment) to think about the things going on around, to and through you so that perhaps when you restart (the doing of) life you can be more intentional, thoughtful, and aware of what is going on around, to and through you. Reflection, particularly as an imperative ingredient in the cuisine of learning — Example, abstract content, concrete experiences, contrasted with lived experience and expectation, and leading to an affirmed way of knowing and believing or catalyzing a journey towards a new way of knowing or believing — not only helps determine the meaning in and to our life, but it helps us pursue it further.

It is well known and well experienced that a journey of a thousand miles begins with a single step (Lao Tzu). The development of a person into a global citizen begins with a single decision. To strive to understand more, learn more, listen more, ask more, be more, and engage more with the world within, next to, and beyond oneself. The cornerstone to global citizenship is a person’s conscious choice to leave their world better than they found it. As Mother Theresa said,

"If you want to change the world, go home and love your family."

Featured Articles

On the development of global citizenship: tools, experiences, goals, and reflection, dr. lane graves perry iii, through these efforts, we have struck gold. not as much in the problematizing, reifying, and determining of the pedagogical conditions conducive to global citizenship development, but actually in the citizen-students who seem to understand what it means to be a global citizen..

The development of a person into a global citizen begins with a single decision. To strive to understand more, learn more, listen more, ask more, be more, and engage more with the world within, next to, and beyond oneself.

How Can We Mainstream and Advance Global Citizenship Education in Formal Education Systems?

For any school or university to realize the transformative potential of GCED to the fullest, one has to move beyond looking at the implementation of GCED as yet another subject in the curricular framework but has to adopt an integrated institution-wide contextual approach that involves all stakeholders including the wider community.

Aaryan Salman

‘Education for Homeland Earth’ Framework to Mainstream Global Citizenship Education – The Austrian Experience

Education for Homeland Earth is a formula for a transformative, postcolonial, socially critical, ecologically enlightened Global Citizenship Education (GCED). The formula comes from the title of a book written by the French philosopher Edgar Morin and Anne Brigitte Kern in the 1990s.

Prof. Werner Wintersteiner

Pathways to Mainstream and Advance the Concept of Global Citizenship Education in the Arab World

The importance of this study is manifested by events that have highlighted deteriorating human conditions, particularly in what we are witnessing in third world countries including the Arab world, which is facing a lot of setbacks at several levels.

Prof. Amani G. Jarrar

Authored by.

Dr. Lane Perry currently serves as Executive Director of the Center for Community Engagement and Service Learning at Western Carolina University, a Carnegie-Community Engaged campus where he advises the nationally recognized Student Democracy Coalition.

References:

• Bell, H., Gibson, H., Tarrant, M., Perry, L., & Stoner, L. (2016). Transformational learning through study abroad: US students’ reflections on learning about sustainability in the South Pacific. Leisure Studies.
• Mezirow, J. (1991).  Transformative dimensions of adult learning.  San Francisco: Jossey-Bass.
• Perry, L., Stoner, L., & Tarrant, M. (2012). More than a vacation: Short-term study abroad as a critically reflective, transformative learning experience. Creative Education, 3 (5), 679-683.
• Stoner, K., Tarrant, M., Perry, L., Stoner, L., Wearing, S., & Lyons, K. (2014). Global citizenship as a learning outcome of educational travel. Journal of Teaching in Travel and Tourism, 14 (2) 149-163.

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