GLOBAL CITIZENSHIP..CONWORLD.pptx

1. REPORTERS: Janine D. Arro
Mercy E. Besilla
Neil Salvajan
Vanessa Cataga

3. Global citizenship as defined:
• According to Oxfam international, Global citizenship is the idea
that, as people, we are all citizens of the globe who have an
equal responsibility for what happens on, and to our world.
• Citizenship is associated with rights and obligations, for instance,
the right to vote and the obligation to pay taxes. Both right and
obligations link the individual to the state.
• Caecilia Johanna van Peski (as cited in Baraldi, 2012) define
global citizenship “as a moral and ethical disposition that can
guide the understanding of individuals or group of local and
global contexts, and remind them of their relative responsibilities
within various community.

4. • Global citizens are the glue which binds local communities together in an
increasingly globalized world. In van peski’s words, “global citizens might be
a new type of people that can travel within these various boundaries and
somehow still make sense of the world.
Salient features of Global Citizenship
1. Global citizenship as a choice and a way of thinking
• People come to consider themselves as global citizen through various
formative life experiences and have different interpretations of what it
means to them. For many, the practice of global citizenship is primarily
exercised at home through engagement in global issues or with different
cultures is a local setting. For others, global citizenship means firsthand
experience with different countries, people and cultures.

5. 2.Global citizenship as self-awareness and awareness of others
• Self-awareness helps students identify with the universalities of human
experience, thus increasing their identification with fellow human beings and
their sense of responsibility toward them.
3. Global citizenship as they practice cultural empathy
• Cultural empathy or intercultural competence is commonly articulated as a goal
of global education. Intercultural competence occupies a central position in
higher education’s thinking about global citizenship and is seen as an important
skill in the workplace.
4. Global citizenship as the cultivation of principled decision making
• Global citizenship entails an awareness of the interdependence of individuals
and systems as well as a sense of responsibility that follows from it. Although
the goal of undergraduate education should not be to impose a correct set of
answers, critical thinking, cultural empathy and ethical systems and choices are
an essential foundation to principled decision making.

6. 5. Global citizenship as participation in the social and political life of one’s community
• There are various types of communities that range from local to global, from religious
to political group. Global citizens feel a sense of connection towards their
communities and translate this connection to participation.
Global citizenship and globalization
• Global citizenship does not automatically entail a single attitude and a
particular value with globalization.
• The so called bottom billion lacks infrastructures and has been
disenfranchised. The opponents of globalization blame either
Westernization or global capitalism. Thus, the enemies resist
globalization, especially when it comes to global economy and global
governance.

7. Global citizenship and Global Economy
• There are three approaches to global economic resistance. Trade
protectionism involves the systematic government intervention in foreign
trade in tariffs and nontariff barriers in order to encourage domestic
producers and deter their foreign competitors.
• Fair trade is a different approach to economic globalization, which emerge
as a counter to neoliberal “free trade” principles.
• Fair trade aims at a moral equitable global economic system in which , for
instance, price is not set by the market; instead, it is negotiated
transparently by both producers and consumers.
• The third form of resistance to economic globalization relates to helping
the bottom billion.

8. • International norms and standards can be adapted to the needs of the bottom
billion. The reduction of trade barriers would also reduce the economic
marginalization of these people and their nations.
• The impetus for such a movement comes from individuals, groups and
organizations which are oppressed by globalization from above (neoliberal
economic systems or aggressively expanding nations and corporations). They seek
a more democratic process of globalization. However, globalization from below
also involves less visible, more right-wing elements, such as the America First Party
and the Taliban.
• The world Social Forum(WSF) is centered on addressing the lack of democracy in
economic and political affairs.
• A significant influence on WSF has been that of cyber activism, which is based on
the “ cultural logic of networking” and “virtual movements” such as Global
Huaren. This cyberpublic was formed as a protest against the violence,
discrimination, and hatred experienced by Chinese residents in Indonesia after the
1997 Asian financial crisis. In 1998. worldwide rallies condemning the violence
were made possible through the Global Huaren.

9. THANK YOU!