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Understanding diversity within society
Understanding diversity within society
Short main idea about global citizenship
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Recommended: Understanding diversity within society
There are a number of educational issues that posse challenges to the Scottish education system. There are issues that have been around for decades that still require attention, such as anti-bully and anti-racism where policies come into practice within the school community. However, there are other issues that have come into focus over recent years that a lot of people are unaware of. One such educational issue, that has to be addressed is, Global Citizenship Education. In the following piece I am aiming to show why this issue is important in education today, highlight the key arguments for Global Citizenship Education and to conclude I will make recommendations on what I think should be done in relation to the issue.
Citizenship & Global Citizenship
It will be an aid to the piece to look at the relationship between Citizenship and Global Citizenship. These two areas with education are separate issues but they do hold many similar characteristics. I think it is important to define exactly what these issues are and what there involvement within the education system is.
Citizenship in education concentrates primarily on society and social justice.
The new Curriculum for excellence that has been introduced into the Scottish education system to replace the 5-14 documentation outlines responsible citizens as one of the four purposes for the curriculum. The Learning and teaching Scotland website
Richard Baker’s global citizenship guide for schools and teachers (2008) uses the relationship between citizenship and global citizenship to show the challenges that are faced locally and globally and how education can help answer these issues. Introduction of global citizenship education into the Scottish education system allows...
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... with Global Citizenship Education and International Education present to be effective in anyway must be driven by core ethical questions. It has to encourage pupils to think and help them develop skills that will aid them in becoming responsible citizens. All Improvements and Recommendations made are outlined to make sure that the pupils are being challenged. Challenging pupils will result in them developing their own views, values and skills that will benefit them greatly in the every changing world that is the 21st century.
In the 21st century teachers should be encouraging young people to explore, develop and express their own values and opinions, whilst learning to and respecting other people’s point of view. With these vital developments the young members of society will strive in the multicultural society that has become the norm in the United Kingdom.
In the essay “Don’t Neglect the Little Platoon,” Michael W. McConnell defends the following thesis: Children who have the most respect for other cultures, and the highest attachment to their own, will not learn this through abstract cosmopolitanism. Rather the best form of moral education, is taught through learning to love the good in relationships and small communities. Expanding until you have love for your nation, and from there it is then possible to love the similarities other nations and cultures have to your own.
...s the growing linguistic and cultural diversity within the classroom (Weinstein et al., 2003 p.270). Hack man (2013) argues that in order to provide an overall positive learning experience, teachers must be ever vigilant of the classes multicultural dynamics. Moreover, the environment of the classroom must be kept in mind when structuring these lessons, as a safe and supportive environment is not only requirement of the Quality teaching framework (2003), but it is a necessity in allowing students to take intellectual risks. This unit is centred on strategies, which incorporate socially justifiable principles, including student empowerment and social responsibility. The collaborative learning practices, which define this unit and ultimate assessment task, encourages students to listen and appreciate their peer’s perspectives that often appears different to their own.
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
According to Keeping and Shapiro, “The term ‘global citizenship’ is increasingly heard, especially in Canada, but rarely defined.”(as citied in Block and Friesen, 2012, page 215) I believe if a person who would like to place their own identity with a global community through actions much more than their identity about values and practices, they will become a part of global citizenship. After learning in ELLA 0360 textbooks, there are three people that stand out. They are Dr. Christopher Opio, Lindsay Willms and David Suzuki.
Webarchive.nationalarchives.gov.uk, (2014). Citizenship, Key Stage 2 - Schools. [online] Available at: http://webarchive.nationalarchives.gov.uk/20130904095049/https://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198824/citizenship/ks2 [Accessed 22 Apr. 2014].
Contrary to the popular believe by proponents of multicultural education, not all cultures promote and support racial equality (Lisa, 2015). Some cultures support pacifism, others support war, while others are self-ruling entities that promote disregard for the ruling government. Various conflicting values learnt by students in the name of multicultural education only get them confused, having less personal identity which are grounds for division among students.
Mebrahtu, Teame, Michael Crossley, and David Johnson. Globalisation, Educational Transformation and Societies in Transition. Oxford: Symposium, 2000. Print.
In a recent study, the National Geographic Society and the Asia Society shed light on a growing concern that showed students from the United States lacked understanding and knowledge of different people, places, and cultures around the world. This growing concern demanded higher-quality education as well as for teachers to understand the value and necessity of developing lessons based on global education. Since the 1980s, the United States government has tried repeatedly to introduce and incorporate multiculturalism and global education into the system but was met with hostility and protests by many of its citizens. Many protestors believed that global education introduces anti-Americanism, and that multiculturalism introduces and encourages "separatism and disunity". Therefore, it is important and necessary to inform and introduce the general public to the benefits of global education, or cultural education in general to our youth. This will help rise a more knowledgeable generation that is better equipped to deal, communicate, understand, and help the rest of the world.
...l concerns has led to the development of a new type of attitude described as "global citizenship" in contrast to strictly being a citizen of one's nation.
A global citizen is that who is willing to use its voice and knowledge to make a change. No one would ever be able to make a change in just one day, it is something that takes time and devotion. I’m really interested in diversity and I’m seeking to what is my role is as a world citizen. The fact that I’m searching for an international education is the proof of my desire to establish myself as a global citizen and my interest in the world issues.
While many Americans, and even more unfortunate is American teachers, claim that global education would harm American values and go against what America stands for (Webb), a global education presents the ability to either properly expand upon one’s knowledge of the world with accurate information about their true culture and their language, or a global education could either undeservingly demote or promote a country to a ranking it may or may not deserve. Without global education, our future generations will face unnecessary challenges and face the possibility of destroying everything that we, the world, built upon to maintain
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.
So now you see your many questions answered. A citizen is a legal member of a country, either by naturalization or by birth, with certain undeniable rights and some sensible restrictions to those rights. With these rights comes responsibilities that may differ for different age groups. A good citizen, however, not only is aware of all of the above information but tries to stay au courant of local and national news. A good citizen also makes wise decisions and actively participates in their community. The intelligence communicated in this essay is the script for the role of the citizen.
Adult civic education, sometimes called adult education for democracy or citizenship education, has a number of purposes and helps individuals carry out both vertical (between the individual and the state) and horizontal (between individuals and groups and communities) aspects of citizenship (Keogh 2003). It involves not only learning about the rights and responsibilities of citizenship (e.g., voting), but also about how one participates in building a society by making informed decisions through dialogue, reflection, and deliberation (Boggs 1991a; Democracy and Peace 1999; Nash 1999). It moves beyond helping learners acquire information and knowledge to fostering the development of action designed to seek solutions to situations (Klaassen 2000). Equipped for the Future, a project of the National Institute for Literacy, for example, organizes content standards for the role of citizen/community member around four broad areas of responsibility as follows: "become and stay informed, form and express opinions and ideas, work together, and take action to strengthen communities" (http://novel.
We cannot stop the phenomenon of globalization due to strong interdependence of our lives on those things which are a product of globalization. It has complicated the process of education but has also created many opportunities for countries to break out of the traditional models of education. The idea of global citizen is seen as a person who can act locally but think globally, is a goal that keeps an eye on maintaining cultural diversity while exposing a country’s citizen to the benefits of globalization. Cultural diversity can be strengthened through globalization by providing means and resources to support cultural groups attempting to make a difference in society while maintaining their distinctive set of values and