About+Global+Citizenship

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=__Defining Global Citizenship__=

=
Although global citizenship is a significant topic in education it is difficult to find consensus around its meaning. Adding to the challenge is the frequent use of many related, and sometimes interchangeable, terms: global awareness, global education, global identity, and cultural literacy. Below is a collection of thorough, well formulated definitions that capture the complexity and multifaceted nature of global citizenship.===== (Oxfam, 2006, p. 3) || Oxfam Development Education Programme. (2006). //Education for global citizenship: A guide for schools.// Retrieved from @http://www.oxfam.org.uk/education/gc/
 * === Oxfam defines a Global Citizen as an individual who: ===
 * * =====is aware of the wider world and has a sense of their own role as a world citizen=====
 * =====respects and values diversity=====
 * =====has understanding of how the world works=====
 * =====is outraged by social injustice=====
 * =====participates in the community at a range of levels, from the local to the global=====
 * =====is willing to act to make the world a more equitable and sustainable place=====
 * =====takes responsibility for their actions===== ||

= __ A Global Education Continuum __  = (Mundy & Manion, 2008, p. 945) ||  ||
 * < === Global Education Teaches… === ||< === Global Education Does Not Teach… === ||
 * < =====Global Interdependence (linking local to global)===== ||< =====Them/us mentality===== ||
 * < =====Global Social Justice===== ||< =====Global Competitiveness===== ||
 * < =====Solidarity===== ||< =====Charity===== ||
 * < =====Tolerance===== ||< =====Chauvinism===== ||
 * < =====Diversity as a positive value===== ||< =====Uniformity as a positive value===== ||
 * < =====Cosmopolitan or post-national citizenship=====

(all humans share same rights and responsibilities )
||< =====National citizenship (emphasizing the nation as main or sole allegiance,=====

and national competitiveness)
||
 * < =====Active citizenship=====

• role of international organizations in fostering global citizenship
||< =====Elite forms of citizenship=====

government: leadership, laws, electoral politics, etc.
||
 * < =====Environmentalism===== ||< =====Androcentrism===== ||
 * < =====Critical thinking=====

• including deliberative and decision-making skills
||< =====Passive or uncritical thinking=====

• “transmission approaches to learning”
||
 * < =====Attention to sources of disagreement and conflict=====

• including forms of “structural violence” and structured social exclusion
||< =====Issues and cultures in ways that ignore conflictual and contested issues.===== ||
 * < =====Strong sense of moral purpose -=====

(often including a sense of outrage about injustice)
||< =====A value-neutral view of world issues===== || Mundy, K. & Manion, C. (2008). Global education in Canadian elementary schools: An exploratory study. //Canadian Journal of Education, 31//(4), 941-974. Retrieved from ERIC database. (EJ830510).

Additional Resources

 * ===Oxfam: Why Promote Global Citizenship?=== || * ====Nine reasons for global citizenship to be "at the heart of education."==== ||
 * ===Oxfam: Key Elements of Global Citizenship=== || * ====An overview of the principles of global citizenship==== ||
 * ===Oxfam: Curriculum for Global Citizenship Chart=== || * ====Incorporating global citizenship into existing school curriculum for ages 5-19====
 * ====Divided into sections: Skills, Knowledge & Understanding, Values & Attitudes==== ||
 * ===Educating for Global Citizenship in a Changing World=== || * ====A resource rich with ideas and practices for teaching and learning about global citizenship.====
 * ====Developed by educators for educators==== ||