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Educating Global Citizens


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									Educating Global Citizens
            Leila Bradaschia
          College of Education

    “The Future is Global Education”
             April 21, 2011
• “The need for education that promotes a
  global perspective is increasingly apparent.
  What is less clear is just what constitutes such
  a perspective, particularly one which young
  people might be able to attain in the course of
  their formal and informal education.”
                            - Robert Hanvey (2001)
                  Pike (2000)
• A major difficulty in any study of global education
  lies in the use of the terminology itself and its
  interpretation (64).

• Global education challenges the school’s
  traditional role in the shaping of national identity
  and demands that teacher reflection take place at
  unusually sophisticated levels (70).
            Nussbaum (1994)
• Defines cosmopolitan education as [American]
  students being taught “not that they are
  above all citizens of the United States, rather
  they are above all, citizens of a world of
  human beings, and while they happen to be
  situated in the United States, they have to
  share this world with the citizens of other
  countries (2).”
              Sutton (1999)
• Despite consistent rhetoric on the importance
  of global understanding and concerted effort
  by proponents of global studies, international
  and global dimensions have been only
  partially incorporated into the common social
  studies curriculum (1).”
           Research Questions
• What is global education?
• What is global citizenship?
• How do educators view global citizenship
• Semi-structured interviews with a convenience
  sample of 30 educators interested in global
             Interview Responses
• Global education was defined as teaching respect for others,
  gaining an understanding for one another, acceptance of all
  people, world systems theory, globalization…

• When asked to describe the “ideal global citizen,” participants
  illustrated a person whose boundaries extended beyond the
  traditional nation-state as well as a person who is tolerant,
  accepting, and fights injustice.

• Participants classified most Americans as apathetic, ill-
  informed, and disinterested in concepts of global education
  and citizenship; except for purposes of economic
       Global citizenship education
• “When I think of global citizenship as an educator, the first things I
  think about are things like cross-cultural awareness, extension of
  the concept of humanity to all people, and so forth. .. [but] what
  are the actions we want to foster?”
• “I’m troubled by global citizenship in that it can be a threat to
  students’ civic self-efficacy… action is most effective locally. Part of
  the global responsibility is to help students understand the
  influence they have over the world- look in your closet and see
  where your clothes are from; you have a relationship with people
  all over the world.”
• “One of the hardest things for global citizenship education is
  helping students understand the unequal, inequitable distribution
  of resources, information, and opportunities in the world.”
• “Will it take an invasion from outer space to unite us?”
• There are tensions that surround the concept of global
  citizenship… between the national and global.
• “When talking about being a global citizen, there may be
  some background assumptions of privilege that not every
  child in the world has access to at this point.”
• Youth culture… pop culture… globalization…
• “I’m uncomfortable with this… I resist the idea of there
  being one international citizenship that is right for everyone
  in the world.”
            Analysis/ Conclusion
• Definitions of global education and global citizenship
  differ from person to person; making it difficult to set
  and meet goals related to “educating global citizens.”

• Keeping this in mind, there are a several ideas we can
  use as starting points for educating our students to
  be global citizens.
     Hanvey’s (2001) five dimensions
         of a global perspective
• Outcomes of a global education:
  – Perspective Consciousness
  – “State of the Planet” Awareness
  – Cross-Cultural Awareness
  – Knowledge of Global Dynamics
  – Awareness of Human Choices
Three domains of global citizenship
• Equipping our students to be global citizens:
   – Social Responsibility (Andrzejewski & Alessio, 1999; Braskamp,
      Braskamp & Merrill, 2008).
   – Global Competence (American Council on Education, 1998;
      Deardorff, 2006; Hunter, White and Godbey, 2006; Peterson et al,
   – Global Civic Engagement (Andrzejewski & Alessio, 1999;
      Paige, Stallman & Josić, 2008).

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