This document discusses using literature to promote global solidarity in education. It argues that literature can help break down barriers of language, culture and race by giving access to works from around the world. This exposes students to diverse perspectives and issues of social justice. Effective teaching requires developing cultural competency and creating an inclusive environment. The goal is to prepare students as global citizens who respect diversity, think globally, and strive to resolve conflicts non-violently.

1. Topic
Literature for
Global Solidarity

2. Introduction
 This paper analyses some important
issues related to teaching and
learning literature in the global
context.
 Globalization constitutes both a
challenge and an opportunity,
depending on the point of view
of the observer.

3. Literature in global context
 The conspicuous characteristic of
literature in global context is it’s striving to
break down all barriers of language,
culture and race to become world
literature.
 There is an access to
excellent translations from
around the globe.

4. World Literatures Know No
Boundaries
 World literature usually refers to the
circulation of works into the wider
world beyond their country of origin
(Wikipedia).

5. World literature offers rich
opportunities to learners to
experience ethical problems and
explore issues of injustice and
inequality.
justice and equality

6. The new possibilities of future
Literature not only mirrors life but it
also shows the new possibilities of
future.

7. Effective Curriculum
 Focus must be on creating effective
curriculum which meets the needs of both
faculty and students in the modern times.

8. Barriers or bridges
Do we need barriers to confine
ourselves or bridges to go beyond or
both?

10. 21st Century Classroom
 Linguistic, cultural and racial diversity
has become the characteristic feature
of today’s class rooms.
 Teachers should understand that
classroom is socially constructed and
historically situated.

12. Demands on Teachers
Teachers should be culturally
competent in addressing issues
of globalization:
racism , diversity and social
justice.

13. Professional Competency
 Teachers need to develop their
global competencies in order to
teach the 21st century global
citizens.
 They should create an equitable and
inclusive learning environment for
students.

14. Global Perspective into Teaching
 Teachers must be equipped with knowledge
and skills to bring global perspectives into
teaching and learning.
 The teachers must be sensible in the
selection of the texts ,
 and a grasp of the context is vital.
 There is a constant necessity to refine the
syllabuses

15. The need of the hour
is preparing the students as
global citizens and
expanding the concept of
education beyond narrow
borders.

16. Qualities to become Global citizen
1. Respect for fellow humans, regardless
of race, gender, age, religion, or
political views;
2. Appreciation for diversity and multiple
perspectives

17. Global Citizen
3. A view that no single society or
culture is inherently superior to any
other;
4. Cherishing the natural world and
respecting the rights of all living
things;

18. 5. Striving to resolve conflicts
without the use of violence;
6. Be responsible for solving
pressing global challenges
7. Think globally and act
locally in eradicating
inequality and injustice.

19. …. beyond narrow boarders
 Thus literature provides unique
opportunities in turning the
learners as global citizens and
expands the concept of
education to beyond narrow
borders.

20. Conclusion
Broader perspectives, global awareness
with enhanced critical thinking and
problem-solving skills, respect for
diversity, are essential to the citizens of
the global societies.

21. Global Solidarity
The ultimate objective of
education for global solidarity is
to build a sense of
belongingness with the entire
community and nurture a feeling
of identity and responsibility.

22. 22
Let us Strive to build bridges
Al-Jouf University
Kingdom of Saudi Arabia
Dr. Phani Kiran

23. Thank You
Dr. Phani Kiran