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The challenges of global citizenship education
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Global Citizenship
Global citizenship gives learning meaning by being exciting, relevant and grounded in 'real-life' scenarios (Oxfam Education, no date). The Citizenship Foundation (2017), highlights some of the main benefits of teaching global citizenship. They believe it:
• Challenges misinformation and stereotyped views about Southern countries, and allows children to counter ignorance and intolerance.
• Acknowledges that we have power as individuals: each of us can change things, and each of us has choices about how we behave. But this power can be even greater when we work collectively.
• Demonstrates how the world we live in is unfair and unequal, but promotes challenging and changing this.
• Encourages us to recognise our responsibilities towards each other, and learn from each other.
Teaching approaches used to promote global citizenship have a positive impact on learners and can raise standards. Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and
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The development of intercultural competences facilitates relationships and interactions among people from various origins and cultures as well as within heterogeneous groups, all of whom must learn to live together in peace (UNESCO, 2013). This is fundamental to the concept of international education outlined by UNESCO as well as the International Baccalaureate (2012) and Goñi (2004). However the House of Commons Education and Skills Committee raise concerns that the quality and extent of citizenship education is inconsistent throughout the UK and are looking at means of addressing this (Great Britain. Parliament. House of Commons Education and Skills
“In addition to giving special attention to the history and current situation of their own nation, [children should] learn a good deal more than they frequently do about the rest of the world in which they live” (6). In this method of education, students will be creating bonds with characteristics of cultures that they personally find good and worthy of upholding. Rather than upholding traditions of their own nation without the respect they where originally meant to give. In this way, you would find differences in other nations cultures and not see them as flaws, but as unique features you can appreciate and strive to
All teachers have the responsibility to develop skills and qualities in their pupils that are beneficial to their lives and the lives of others. Works Cited Quinn, D (1995), Ishmael, Bantam/Turner Book Publication. United Nations Educational (UNESCO 1995-2009), Scientific and Cultural Education, Education for Sustainable Development. Available at: http://www.unesco.org/en/esd/ (Date accessed 21/12/09).
Citizenship, a virtue that many humans have, however not every person has the qualities that further them as a citizen within today’s society. I display citizenship by participating in a number of
...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.
The Australian Curriculum is fluid, ever-changing and highly politicised. There is constant debate surrounding what should, and should not be taught in Australian schools. The Humanities and Social Sciences (HASS) Curriculum in particular, has undergone dramatic changes over the last few years. This essay will critically analyse two provocations relating to the HASS 7-10 curriculum, and some of the surrounding issues that HASS teachers contend with on a day to day basis. The first provocation, the purpose of Civics and Citizenship teaching is to teach about democracy, not for democracy, will be examined in relation to opinions regarding left-wing bias in the Civics and Citizenship curriculum, and the idea that the course teaches too much ‘for’
In Kwame Anthony Appiah’s essay, “Education for Global Citizenship”, Appiah’s main argument is to advocate education to promote in a multicultural spirit. He explains that educating both the young and old, need a sense that we, as the people are the same and each person matters. This challenges the concept of both unilateralism and fundamentalism. Unilateralism is the process of acting or reaching a decision and fundamentalism is a form of a religion, especially Islam or Protestant Christianity, that upholds belief in the strict, literal interpretation of scripture. In order to understand Appiah’s argument, we must understand the concept of a citizen of the world which he uses Diogenes’ theory.
What is defined as a global citizen? They’re considered to be people or countries who understand their obligations at a global level. Over the past 50 years the countries of the world have become increasingly interconnected. With this, there has been an increasing awareness that only global cooperation can solve problems including poverty and epidemics, stop wars, and reverse environmental degradation and climate change. As the globe battles with these underlying problems, Australia’s partake, even the smallest amount, is fundamentally important, especially with its stance currently as being the 15th richest country in the world. However, in recent years Australia hasn’t demonstrated, in a few of these global issues, the true values and morals of being a good global citizen.
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...
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].
When you think of a good citizen what do you think of? Naturally we think of someone who is active in their community, and takes responsibility for their actions. So what is a good citizen on a global level? What is Global Citizenship? Well, opendemocracy.net states that,
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.
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
The global knowledge program that I am familiar with at my school provides all of the students with a proper global background. This is done by providing the students with a quality education by qualified and certified teachers. Let’s look a little deeper into the global program I have proposed for my school. The students should always focus on higher-order thinking questions and answers. These questions and answers will allow the students to think, focus and concentrate
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.
Within his research, Aaron T. Sigauke (2013) described how in some nations citizenship education is taught school-wide in all subjects and school activities, but this approach is the exception rather than the rule (p. 11). Traditionally, the teaching of citizenship is generally reserved for social studies classes and is not directly taught as a separate subject. Although the reasons vary as to why it should not be its own course, most educators and politicians agree that it should be indirectly taught in the social studies curriculum because it can be incorporated into the study of history and civics, as well as an analysis of the great citizens (military leaders, politicians, scientists, et al.) that contributed to the nation’s chronicle (Keating, 2011, pp. 762-765). When this practice is combined with national holidays and other local or state celebrations, then the study of civilization becomes more significant and meaningful for all of the students (Keating, 2011, p.