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This research explores the concept of global education and global citizenship, examining the perspectives of educators and the challenges they face. It discusses the need for a global perspective in education and the actions that can foster global citizenship. The study also addresses the tension between national and global identities and the unequal distribution of resources and opportunities in the world. The research concludes by proposing dimensions of a global perspective and domains of global citizenship that can be used as starting points for educating students to become global citizens.
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EducatingGlobal Citizens LeilaBradaschia CollegeofEducation “TheFutureisGlobalEducation”April21,2011
“Theneed for educationthatpromotes aglobalperspective isincreasinglyapparent.What islessclear is justwhatconstitutessucha perspective, particularlyone whichyoung peoplemightbe ableto attaininthe courseoftheir formalandinformaleducation.” • -RobertHanvey(2001)
Pike (2000) • A majordifficultyinanystudyof global education liesintheuse of theterminologyitselfandits interpretation (64). • Globaleducation challengestheschool’straditionalroleintheshaping of nationalidentity and demandsthatteacherreflectiontakeplaceatunusuallysophisticatedlevels(70).
Nussbaum(1994) • Definescosmopolitaneducationas [American]studentsbeing taught“not thatthey are above allcitizens of the UnitedStates,ratherthey areabove all, citizens of a world of humanbeings,andwhile they happentobe situatedinthe UnitedStates,they have toshare thisworldwith the citizens of othercountries (2).”
Sutton (1999) • Despiteconsistent rhetoric on the importanceof global understandingandconcertedeffortby proponentsof globalstudies,internationalandglobaldimensionshave been only partiallyincorporatedintothe commonsocialstudies curriculum(1).”
ResearchQuestions • Whatisglobaleducation? • What isglobalcitizenship? • How do educatorsviewglobalcitizenship • education? • Method • Semi-structuredinterviews withaconvenience sampleof 30educatorsinterestedinglobaleducation
Interview Responses • Global educationwasdefinedasteachingrespectforothers,gainingan understandingforoneanother,acceptanceof allpeople, world systemstheory,globalization… • When askedtodescribe the“idealglobalcitizen,”participantsillustrateda personwhoseboundariesextendedbeyond thetraditionalnation-stateaswellasa personwhoistolerant, accepting,and fightsinjustice. • Participantsclassified mostAmericansasapathetic,ill- informed, anddisinterestedinconceptsof globaleducation andcitizenship;exceptfor purposes of economiccompetitiveness.
Globalcitizenshipeducation • “WhenIthinkofglobalcitizenshipasaneducator,thefirstthingsIthinkaboutarethingslikecross-culturalawareness,extensionoftheconceptofhumanitytoallpeople,andsoforth...[but]whataretheactionswewanttofoster?” • “I’mtroubledbyglobalcitizenshipinthatitcanbeathreattostudents’civicself-efficacy…actionismosteffectivelocally.Partoftheglobalresponsibilityistohelpstudentsunderstandthe influencetheyhaveovertheworld-lookinyourclosetandseewhereyourclothesarefrom;youhavearelationshipwithpeopleallovertheworld.” • “Oneofthehardestthingsforglobalcitizenshipeducationishelpingstudentsunderstandtheunequal,inequitabledistributionofresources, information,andopportunitiesintheworld.”
Apprehension • “Willittakeaninvasionfromouterspacetouniteus?” • Therearetensionsthatsurroundtheconceptofglobalcitizenship…betweenthenationalandglobal. • “Whentalkingaboutbeingaglobalcitizen,theremaybesomebackgroundassumptionsofprivilegethatnoteverychildintheworldhasaccesstoatthispoint.” • Youthculture…popculture…globalization… • Americanization… • “I’muncomfortablewiththis…Iresisttheideaoftherebeingoneinternationalcitizenshipthatisrightforeveryoneintheworld.”
Analysis/ Conclusion • Definitionsofglobaleducationandglobalcitizenshipdifferfrompersontoperson;making itdifficulttosetandmeetgoalsrelatedto“educatingglobalcitizens.” • Keepingthisinmind,thereareaseveralideaswecanuseasstartingpointsforeducatingourstudentstobeglobal citizens.
Hanvey’s(2001)fivedimensions of aglobalperspective • Outcomesof aglobaleducation: • PerspectiveConsciousness • “StateofthePlanet”Awareness • Cross-CulturalAwareness • KnowledgeofGlobalDynamics • AwarenessofHumanChoices
Three domainsof globalcitizenship • Equippingourstudentstobeglobalcitizens: • SocialResponsibility(Andrzejewski&Alessio,1999;Braskamp, Braskamp & Merrill,2008). • Global Competence(AmericanCouncilonEducation,1998;Deardorff,2006;Hunter,WhiteandGodbey,2006;Petersonet al, 2007). • GlobalCivicEngagement(Andrzejewski& Alessio,1999;Paige, Stallman&Josić, 2008).
