2. GLOBAL CITIZENSHIP
• IS THE IDEA THAT ONE'S IDENTITY TRANSCENDS GEOGRAPHY OR POLITICAL
BORDERS AND THAT RESPONSIBILITIES OR RIGHTS ARE DERIVED FROM
MEMBERSHIP IN A BROADER CLASS: "HUMANITY".
• THIS DOES NOT MEAN THAT SUCH A PERSON DENOUNCES OR WAIVES THEIR
NATIONALITY OR OTHER, MORE LOCAL IDENTITIES, BUT THAT SUCH IDENTITIES ARE
GIVEN "SECOND PLACE" TO THEIR MEMBERSHIP IN A GLOBAL COMMUNITY.
• EXTENDED, THE IDEA LEADS TO QUESTIONS ABOUT THE STATE OF GLOBAL SOCIETY
IN THE AGE OF GLOBALIZATION.
3. GLOBAL CITIZENSHIP
• IN GENERAL USAGE, THE TERM MAY HAVE MUCH THE SAME
MEANING AS "WORLD CITIZEN" OR COSMOPOLITAN, BUT IT
ALSO HAS ADDITIONAL, SPECIALIZED MEANINGS IN DIFFERING
CONTEXTS.
• VARIOUS ORGANIZATIONS, SUCH AS THE WORLD SERVICE
AUTHORITY, HAVE ADVOCATED GLOBAL CITIZENSHIP
4. EDUCATION
• IN EDUCATION, THE TERM IS MOST OFTEN USED TO DESCRIBE
A WORLDVIEW OR A SET OF VALUES TOWARD WHICH
EDUCATION IS ORIENTED.
• THE TERM "GLOBAL SOCIETY" IS SOMETIMES USED TO
INDICATE A GLOBAL STUDIES SET OF LEARNING OBJECTIVES
FOR STUDENTS TO PREPARE THEM FOR GLOBAL CITIZENSHIP
5. • WITHIN THE EDUCATIONAL SYSTEM, THE CONCEPT OF GLOBAL CITIZENSHIP EDUCATION
(GCED) IS BEGINNING TO SUPERSEDE OR OVERARCH MOVEMENTS SUCH
AS MULTICULTURAL EDUCATION, PEACE EDUCATION, HUMAN RIGHTS
EDUCATION, EDUCATION FOR SUSTAINABLE DEVELOPMENT, AND INTERNATIONAL
EDUCATION.
• ADDITIONALLY, GCED RAPIDLY INCORPORATES REFERENCES TO THE AFOREMENTIONED
MOVEMENTS. THE CONCEPT OF GLOBAL CITIZENSHIP HAS BEEN LINKED WITH AWARDS
OFFERED FOR HELPING HUMANITY.
• TEACHERS ARE BEING GIVEN THE RESPONSIBILITY OF BEING SOCIAL CHANGE AGENTS.
AUDREY OSLER, DIRECTOR OF THE CENTRE FOR CITIZENSHIP AND HUMAN RIGHTS
EDUCATION, THE UNIVERSITY OF LEEDS, AFFIRMS THAT "EDUCATION FOR LIVING
TOGETHER IN AN INTERDEPENDENT WORLD IS NOT AN OPTIONAL EXTRA, BUT AN
ESSENTIAL FOUNDATION".
6. WITH GCED GAINING ATTENTION, SCHOLARS ARE INVESTIGATING THE
FIELD AND DEVELOPING PERSPECTIVES. THE FOLLOWING ARE A FEW
OF THE MORE COMMON PERSPECTIVES:
CRITICAL AND TRANSFORMATIVE PERSPECTIVE.
• CITIZENSHIP IS DEFINED BY BEING A MEMBER WITH RIGHTS AND RESPONSIBILITIES.
THEREFORE, GCED MUST ENCOURAGE ACTIVE INVOLVEMENT.
• GCED CAN BE TAUGHT FROM A CRITICAL AND TRANSFORMATIVE PERSPECTIVE,
WHEREBY STUDENTS ARE THINKING, FEELING, AND DOING.
• IN THIS APPROACH, GCED REQUIRES STUDENTS TO BE POLITICALLY CRITICAL AND
PERSONALLY TRANSFORMATIVE. TEACHERS PROVIDE SOCIAL ISSUES IN A NEUTRAL
AND GRADE-APPROPRIATE WAY FOR STUDENTS TO UNDERSTAND, GRAPPLE WITH,
AND DO SOMETHING ABOUT
7. WORLDMINDEDNESS.
• GRAHAM PIKE AND DAVID SELBY VIEW GCED AS HAVING TWO
STRANDS. WORLDMINDEDNESS, THE FIRST STRAND, REFERS TO
UNDERSTANDING THE WORLD AS ONE UNIFIED SYSTEM AND A
RESPONSIBILITY TO VIEW THE INTERESTS OF INDIVIDUAL NATIONS WITH
THE OVERALL NEEDS OF THE PLANET IN MIND.
• THE SECOND STRAND, CHILD-CENTEREDNESS, IS A PEDAGOGICAL
APPROACH THAT ENCOURAGES STUDENTS TO EXPLORE AND DISCOVER
ON THEIR OWN AND ADDRESSES EACH LEARNER AS AN INDIVIDUAL
WITH INIMITABLE BELIEFS, EXPERIENCES, AND TALENTS.
8. HOLISTIC UNDERSTANDING.
• THE HOLISTIC UNDERSTANDING PERSPECTIVE WAS FOUNDED BY
MERRY MERRYFIELD, FOCUSING ON UNDERSTANDING THE SELF IN
RELATION TO A GLOBAL COMMUNITY.
• THIS PERSPECTIVE FOLLOWS A CURRICULUM THAT ATTENDS TO
HUMAN VALUES AND BELIEFS, GLOBAL SYSTEMS, ISSUES,
HISTORY, CROSS-CULTURAL UNDERSTANDINGS, AND THE
DEVELOPMENT OF ANALYTICAL AND EVALUATIVE SKILLS
