Concept Of Global Citizenship Research Articles

Multicultural education and global citizenship: Literature review

The aim of this study is to conduct a systematic exploration of the literature, delving into the realm of multicultural education and global citizenship. It seeks to comprehensively understand these concepts by tracing the origins and evolution of multicultural education, drawing connections to its inception during the Civil Rights Movement, and spotlighting the contributions of influential scholars in this field. The concept of global citizenship is also examined, emphasizing its relevance in an interconnected world and its alignment with the United Nations' development goals. The manuscript identifies the significance of studying multicultural education and global citizenship, including its role in promoting social cohesion, preparing students for an interconnected world, and fostering responsible citizenship. Intersectionality means promoting a more inclusive and nuanced understanding of social issues and advocating for more comprehensive approaches to equity and justice. This review has the potential to contribute to the understanding and implementation of effective multicultural education and global citizenship programs. Overall, this review of the literature aims to address literature gaps and challenges in the field and provide valuable information for educators, policymakers, and stakeholders involved in multicultural education and global citizenship.

Construction and Reconstruction of Subjectivity Towards Nation, Nationality, and Citizenship: Analysis of the Changes during the Last Five Generations

This paper has explored whether and how globalization, politics/power, and fields construct and reconstruct the subjectivity of people toward nation, nationality, and citizenship over the generations. I found no scholars have talked about why and how people's subjectivity was reconstructed over the generations. By analyzing data from five generations of the Karki family of Khothang and Udayapur, as a unit of analysis, to which I belong, I have found that before, 1900 AD, caste, race, religion, occupation, and cultural practices were major dominant factors for constructing and reconstructing the subjectivity of people towards nation, nationality, and citizenship but after 1900 AD, State and national politics become the most dominant factor. However, at present, the role of the nation has become weaker and shifting towards the global market because of the increasing connectivity to global society. The concepts of global citizenship, global market, and human rights have been playing a vital role in constructing and re-constructing new forms of subjectivity towards nation, nationality, and citizenship. Here, I argue that whenever state/political power becomes weak, the subjectivity of people would be formed by their fields.

Long-Term Effects of Study Abroad

Amidst U.S. higher education institutions (HEIs), there exists a prevailing notion that global citizenship education (GCE) serves as a driving force in furnishing students with aptitudes suited for the 21st century. As a result, study abroad programs have been used as a common method to promote GCE and provide intercultural experiences for students. However, not much research has been conducted to measure the long-term effects of GCE and such study-abroad programs and how these experiences can impact participants’ characters. Employing a qualitative approach, this research delved into phenomenological interviews to reveal how study abroad has worked as GCE to foster global citizens. The subjects of this study experienced semester-abroad programs during their undergraduate program1 at a U.S. university. The research outcomes showed a multitude of insights: (1) research participants developed comprehensive perspectives regarding the concepts of global citizenship and contributing to society, irrespective of their diverse backgrounds; (2) the enduring influence of GCE and study abroad became evident in the decision-making processes related to their career and academic trajectories post-graduation; and (3) study abroad experiences substantially nurtured interviewees’ ability to navigate diverse cultures, to take purposeful action based on their established connections with others, and to perceive differences and interconnectedness. Furthermore, the research outcome showed that enduring skills and traits as global citizens could be acquired throughout the undergraduate program on a daily basis, and these skills include intercultural competence, dialogue, and understanding of interconnectedness. These results not only fill out the existing research gap but also reinforce the effectiveness of young people’s character-building as global citizens through GCE and study abroad programs.

Review of the Last Decade of Global Citizenship Among Students: Exploratory Note and a Unified Framework

ABSTRACT This idea of global citizenship is particularly important for the next generation of leaders and thinkers. As students in business schools around the world prepare for their careers, they are targeting not just their local communities, but the seven billion potential customers who make up our global marketplace. In order to succeed in this globalized economy, students need to be educated not just in the traditional skills of business, but in the principles of global citizenship as well. The resulting articles were strictly targeted at tertiary education ONLY of international business schools and ONLY in those articles that study global citizenship. For reasons of up-to-date knowledge, the present literature was content with the final decade. A total of 13 articles have been identified as a result of the aforementioned Boolean search, which was conducted from a pool of 216 articles in the first phase of the search. The articles provide valuable insights for researchers seeking to build their knowledge base in the field of education, particularly for those interested in international business schools and the concept of global citizenship. The findings of this literature review have the potential to inform new teaching methods for academics and educators, while also helping students understand and approach the world in a more informed and conscientious manner.

Linguistic and cultural changes in the globalization process and their effects on society

Türkçede “Küreselleşme” olarak karşılık bulan “Globalleşme” son yüzyıla damgasını vurmuş bir kavramdır. Bir anlamda yeni dünya düzenini tanımlamaya yarayan farklı anlam ve algılara açık oldukça karmaşık bir süreci ifade eder. Küreselleşme kapitalizmin dünyayı ele geçirme çabası ve onun ekonomik, siyasi ve kültürel bağlamda yeni versiyonudur. Bu kavramı ele alış şekli bakış açısına göre değişiklik gösterse de hemem hemen bütün toplumlarda teknolojinin gelişmesiyle ulaşım ve iletişimin kolaylaşması, bilginin, sermayenin ve ürünlerin küresel ölçekte akışlarının artış göstermesidir. Kültürel açıdan küreselleşme kavramı; toplumların birbirinden ister istemez etkilenmesi ve aynılaşmasını içerdiği gibi aynı zamanda birbirlerinin dilsel ve kültürel farklılıklarına saygı duyma ve beraber yaşama arzusu olarak da ifade edilir. Her kültür doğduğunda özgündür. Küreselleşme ile birlikte beklenen şey; kültürün değişime uğraması ve dayatılan tek bir küresel kültüre tabi olunmasıdır. Milli kültürlerin binlerce yıllık süreç içerisinde, aşınmalar olsa da varlığını sürdürebileceğini bilen batı, bu arzusunu farklılıkları kucaklama ve herkesi kendi kültürüyle kabul etme politikası ile kamufle etmeye çalışmaktadır. Ancak toplumlar, küresel kültürün bu örtülü beklentisi karşısında maalesef fazla bir direnç gösterememektedir. Karşılıklı kültürel geçişleri beklerken, bu etkileşim tek yönlü gerçekleşmekte ve egemen kültür etkisini her alanda hissettirmektedir. Egemen kültür yani Amerikan kültürü yaşam anlayışıyla, yeme içme, giyim tarzı ve özellikle diliyle tüm toplumları etkilemiş durumdadır. Az gelişmiş ve gelişmekte olan ülkeler kendilerine empoze edilen bu yeni kültürün tesiri altında kendi kültürlerini kaybetme riskiyle karşı karşıyadırlar. Küresel vatandaş kavramı, kültürel asimilasyona hayır diyebilen ve sadece kendi ülkesinin değil aynı zamanda tüm insanlığın sorunlarına duyarlı, farkılıkları tolere edebilen evrensel bilince sahip insan anlamına geldiği takdirde kabul görür. Zemin çok kaygan ve tehlikelidir. Küresel gelişmelere karşı koyulamaz belki ama küresel kültüre ulusal bilinçle karşılık verilebilir. Bu nitel çalışmada doküman analizi modeli kullanılmıştır.

Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A Content Analysis

This research study was an attempt to analyze National Social Studies curriculum and textbooks for Grades IV-V in the context of Global Citizenship to determine if dimensions of global citizenship have been integrated in the curriculum after reviewing the 7th objective of National Education Policy of Pakistan (2009), which shows emphasis on developing individuals who are critical thinkers, intellectual, independent, and most importantly not only responsible citizens in the local context, but as well as responsible towards the globe. Student learning outcomes, teaching and learning process, assessment and evaluation process within the scope of 8 global citizenship dimensions given in the UNICEF global citizenship framework (2013) were examined with Relational content analysis within qualitative paradigm as the research design. Data was collected with the help of a checklist and analyzed with the help of thematic analysis. Some major findings of the research include the emphasis on knowledge and understanding of ‘Economic and political processes’ and ‘World Geography’ in the content areas analyzed. Whereas, the dimension ‘Environment and sustainable development’ and ‘Globalization and interdependence’ is not much reflected in the analyzed content areas.

Cinta Tanah Air di Era Global

This study aimed to analyze the meaning of love for the homeland from time to time, the concept of world citizenship, global citizenship, and cosmopolitanism in the global era, and analyze the urgency of patriotism education in the global era. This study used a qualitative method by explaining the feelings and ideas of the informants regarding the occurrence of a specific behaviour or symptom. The meaning of love for the homeland had shifted from ancient times, medieval times, to modern times. In ancient times, love for the homeland was regional; in the Middle Ages, it was personal; while in modern times, it was more national and national. The concepts of global citizenship, global citizenship, and cosmopolitanism in the global era showed connectivity and interdependence between humans in all parts of the world. The urgency of patriotism education in the global era was related to providing learning materials about global citizenship education or global citizenship education to instil awareness of universal humanitarian issues.

University Students’ Perception toward Global Citizenship’s Knowledge, Skills and Values in the Sultanate of Oman

Global citizenship refers to a sense of belonging to a larger culture and humanity in general. It emphasizes the people's political, economical, social, and cultural interdependence and interconnection at the local, national, and global levels. This study explores university students’ perceptions toward global citizenship knowledge, skills, and values in the Sultanate of Oman. To achieve this objective, a descriptive approach was followed by developing a questionnaire including 47 items covering three major dimensions of global citizenship education, namely cognitive, socio-emotional, and behavioral (CSeB). The questionnaire was tested to ensure its validity and reliability and applied to a study sample of 299 students (122 males and 177 females). The findings show statistically significant differences at (α=0.05) between the mean of students’ responses who studied Global Citizenship Course (GCC) and those who did not. This reflects the effectiveness of the GCC on students’ points of view. Also, the findings show a significant difference between students’ points of view regarding the accommodation variable in the cognitive domain in favor of students who live with their families compared with those who live on-campus. GCC plays a significant role in developing student skills and pro-social behavior. The effort to establish a concept of global citizenship is a small step towards a better understanding of its impact and effect.

“Using what you have” to teach for global citizenship

PurposeThis case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.Design/methodology/approachThe data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.FindingsThe findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.Research limitations/implicationsThis research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.Practical implicationsFor social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.Originality/valueThis study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

Global citizenship education as bounded self-formation in contemporary higher education internationalisation projects

ABSTRACT This paper explores the progressive possibilities of global citizenship education (GCE) and higher education internationalisation in the current milieu that is defined by the interwoven dominance of globalisation, neoliberalism, and English. Since current trends augur shifts in higher education internationalisation growth to nonWestern and nonAnglophone countries, the study focuses on a university in Japan where both GCE and internationalisation are explicitly promoted. Taking an approach based in critical educational studies and guided by scholarship on contemporary citizen formation, it investigates the complex interplay of agency and structure through student self-narratives regarding their own global citizen identity development. The paper argues that over time these students (re)constructed meanings and identities around the concept of global citizenship through myriad pathways in a multidirectional feedback loop that interconnected their self-identity, feelings, aspirations/desires, imaginations, actions, and experiences. After revealing specific factors that limited and facilitated this process of self-formation, and highlighting the paramount role of imagination, the paper concludes by asserting the viability of realizing global community and global citizenship through strategically targeted educational initiatives. This work provides both pragmatic guidance and reasoned optimism for scholars, policymakers, and practitioners who champion the projects of critical global citizenship education and critical higher education internationalisation.

Supporting students in developing critical global citizenship: examples from the English for Academic Purposes (EAP) classrooms

As globalisation is progressively expanding in the fields of economy, politics, society and culture, so too is internationalisation in the sector of higher education (HE). This fact had instigated around the turn of the millennium an increasing interest in the concept of global citizenship also mirrored in the changes of educational strategies in HE. The number of HEIs that include, either in their mission statements the aspiration of developing global citizens, or explicitly embed global citizenship education into their curriculum has risen exponentially. However, because of the lack of a unanimous definition of global citizenship amongst scholars, there is much confusion about what this term entails or should entail. The most pertinent interpretation of global citizenship related to HE is that of the neoliberal approach which has received much critique mainly due to it perpetuating a Western/English-speaking hegemony or supremacy over the rest of the world and its lack of a justice-oriented approach. In agreement with scholars that urge for a critical approach to global citizenship as to counteract to the neoliberal approach, this conceptual paper will propose some practical examples of how critical global citizenship within HE could be fostered by focusing on the aspects of critical thinking and intercultural competence, drawing from the experience within the English for Academic Purposes classroom.

Global Citizenship: From the Lens of the Education Faculty Instructors

Study objective: This research attempts to reveal the education faculty instructors’ views on the concept of global citizenship. Method: The research utilized a phenomenological design, one of the qualitative research designs. The participants of the research consisted of seven education faculty instructors who work at a higher institution in Turkey during the 2019-2020 academic year and who were selected by the convenience sampling method. This research employed a semi-structured interview method. Thus, a semi-structured individual interview form was prepared by the researchers as a data collection tool. The first part of the form includes questions related to the participants’ demographic information and the second part holds five questions regarding their views on global citizenship. The open-ended questions were prepared in line with the research questions by taking into consideration the relevant literature and two experts’ opinions to ensure scope validity. Content analysis was used during data analysis. Result: Research findings revealed that the instructors mostly focus on “values and attitudes” dimension of the global citizenship including respect for differences and values, sense of belonging, tolerance, concern for global issues, dedication to equal rights and sensitivity to global issues. Besides, all instructors were found to express that global citizenship is a must for pre-service teachers for both themselves and their professional life. All participants were identified to do practices in different ways by intermingling the issue of global citizenship with their course during the educational process to raise their students’ awareness towards global citizenship, and they mostly faced student-based challenges during the practices. The instructors mostly recommended that seminars should be organized in advance to raise both students’ and instructors’ awareness.

Producing Global Malaysian Secondary Students through Foreign Novels: Perspectives

There are aspects of culture encapsulated in foreign literature in English that could potentially help students develop as global citizens. Students could examine the feelings, thoughts, cultural content and settings conveyed through literature and be able to apply them in their daily lives. This study aims to identify as to what extent the use of foreign literature in English chosen by the Ministry of Education expands students’ perspectives as a global citizen, by applying Louise Rosenblatt’s Transactional Theory and concept of Global Citizenship. Data were collected through interviews and observations; and analyzed according to the different themes based on the perceptions of students and teachers in the study. Results showed that appreciation for the novel was greatly decreased as students were deeply rooted in the culture of studying for examinations. In conclusion, while the use of foreign novels was able to activate an understanding of global citizenship and instil values, the learning process itself may be hindered by multiple factors.

SUGGESTIONS FOR GLOBAL ISSUES IN LANGUAGE EDUCATION MATERIALS AND ACTIVITIES

Universities and other centers of learning are joining with the United Nations and other international institutions to further the study of significant issues that are affecting the lives of people across the globe. Ministries of education in various countries want to have their students develop an understanding of the concept of global citizenship and the connections between the peoples of our increasingly intertwined world. In line with this, many educational institutions are including global issues education in their curricula. The English language is the predominant language of international business, globalization, medicine, international education, and politics. Billions of people are studying and using English daily. Can language teachers play a part in promoting global citizenship and creating a peaceful and sustainable world? This paper aims to answer that question and to address vital principles involved in the creation of activities and teaching materials that merge global issues content and language education. It will also provide examples of how teachers can combine content education and critical thinking skills in ways that develop grammatical knowledge and the traditional skills of reading, writing, speaking, and listening.

Fair Trade and Sustainability in the British Textile Industry: An Evolution from Exploitation towards Global ‘Equality’

Organisations are currently adjusting their value chains to take account of consumer demand for sustainable development. They are also responding to new understandings of sustainability in textiles and branding for consumers in a globalised world. This paper analyses and discusses the evolution of a global textile pipeline into the concept of global citizenship, in which individuals evaluate the international consequences of their local behaviour. Aiming to analyse the awareness and general understanding of consumers in regards to sustainability within the apparel industry a systemic multi-worldview field research was carried out between 2014 and 2016. To do this, three sets of semi-structured interviews were developed: one for the members of the BAFTS (British Association for Fair Trade Shops and Suppliers), one for the Marketing and Membership Coordinator of this body, and a third one to a three sustainable companies not associated to BAFTS (establishing a control group). Confronted with Sachs’ five sustainable dimensions framework the interview results were analysed, as well as future implications.

¿Política educativa supranacional o educación supranacional? El debate sobre el objeto de estudio de un área emergente de conocimiento

This article aims to explain the origins and birth of the Supranational Education Policy as an emerging area within the pedagogical science. In order to do this, we’ll review and discuss contemporary phenomena such as technological advances, social changes and the exponential proliferation of International Organizations, with special emphasis on the globalization process. Those elements have contributed to the growth of Supranational Policy of Education, in addition to new forms of governance and power. The former concepts will be covered in this article. Considering everything mentioned, we will face the origin and conceptual delimitation of a new term that we label Supranational Education. This new field tries to emancipate from Supranational Policy of Education narrowing its scope in the current scenario of global governance. Therefore, this incipient area aims to study soft powers that act outside the explicit Supranational Policy and without consensus, despite of the fact they have a strong and significant impact on the construction of the current educational reality. This emerging field of research, born with the need to study new cultural and social realities, which have incorporated and naturalized in their identity global educational movements and trends. Likewise, it is also noted the implications of this area on the concepts of Global Citizenship and Education for Development.

Impact of science, technology and innovation on the economic and political power

In my essay, I will give some of my perceptions on the way science, technology and innovation is going to determine the economic and political power of the nations. The rapid paradigm shifts that are taking place in the world as it moves from super power bipolarity to multipolarity, as industrial capitalism gives way to green capitalism and digital capitalism, as information technology creates netizens out of citizens, as aspirations of the poor get fueled by the increasingly easier access to information, as the nations move from `independence' to `interdependence,' as national boundaries become notional, and as the concept of global citizenship gets evolved, we will be full of new paradigms and new paradoxes, there is no doubt that the rapid advance of science and technology will directly fuel many of these.

Navigating the boundaries of active global citizenship

This paper informs the active global citizenship debate by assessing whether returned international volunteers with a strong belief in the need for global governance also believe that participation in national political and civic spaces can drive global change. Regression models use survey responses from 245 returned international volunteers at three points in time. Findings indicate no significant difference in volunteers' conceptions of global citizenship before and after international service. However, volunteers who hold cosmopolitan views about the need for global governance have a higher sense of efficacy that participation in national spaces may affect global change. In addition, they are more likely to engage internationally but not locally. Findings suggest that global citizens may maintain an active civic identity rooted in overlapping locations. In addition, heightened notions of global citizenship appear to have a significant effect on returned volunteers' interest in international affairs and active engagement across national borders.

Promoting Global Citizenship in a Large Enrollment Political Science Course: The Role of Project-Based Learning

A large and growing body of research has recently turned its attention to the promotion of global citizenship as an essential component of undergraduate education. Although there is considerable consensus on the value of this goal, there is less agreement as to how it is best achieved or assessed. Are some pedagogical interventions or approaches more effective than others? Recent studies have made advances in more concretely defining and operationalizing the concept of global citizenship, but few have rigorously assessed substantive learning gains in this area, and fewer still have assessed changes in global values or political efficacy as the consequence of specific pedagogical interventions. This study contributes to efforts to address this gap by examining the impact of project-based learning in a large (227 student) upper-division political science course. Using a global citizenship survey developed by Levintova, Johnson, Scheberle and Vonck (2011), we compare pre- and post-project survey scores to assess three dimensions of global citizenship: (1) global knowledge, (2) global empathy, and (3) global political efficacy. We find that project-based learning contributes to the development of global citizenship skills at statistically significant levels in all three areas. Qualitative analysis of student responses to an open-ended end-of-term survey question also provides compelling evidence for the use of project-based learning as an effective means for promoting increased understanding of global citizenship and the skills supportive of it.

Community-based Learning, Internationalization of the Curriculum, and University Engagement with Latino Communities

This article analyzes efforts at Emory University to understand international presences, focusing especially on Spanish-speaking communities and neighborhoods in Atlanta and Georgia, and to integrate these into the life of the university through engaged learning courses. Using a fresh look at the concepts of global citizenship and cosmopolitanism as a frame of reference, we consider the pedagogical goals of internationalization and of experiential learning, including ways that these can be met through innovative and thoughtful integration of the two. Of particular interest is the positioning of the Latino community as an internationalizing presence. Specific examples are curriculum revisions in the Department of Spanish and Portuguese and connections with other components of the undergraduate curriculum.