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Reflecting on Personal Identity and Global Citizenship
Review the Global Education and Global Citizenship video and read the article “A Model of Global Citizenship: Antecedents and Outcomes” by Stephen Reysen and Iva Katzarska-Miller.
Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Essay on global citizenship
Global citizenship as a concept deals with the development of the respect for an individual personally as well as the respect for other people around them. Global citizenship also delves into the need to show respect to the environment and helps individuals nurture the ability to think critically and apply equitable solutions to problems in their daily lives (Cabrera, 2010). Respect and conservation of the environment remains a key facet for global citizens since their main objective is to make the world habitable for themselves and others around them. Global citizenship advocates the need for individuals to develop self-awareness of the role they have to fulfill in the world as well as the role other people ought to play. Global citizenship also gives one the opportunity to understand how the world runs and give due value and appreciation to diversity (Schattle, 2007).
Global citizenship also advocates for all manner of social work and collective participation in the community including corporate social responsibility. Another principle and core segment for global citizenship is the need for an individual to accept full responsibility for their actions and fight social injustices in the society. It is through the core principles of global citizenship that the world can change into an equitable and sustainable place for all human beings. The young generation still remain the only hope to spread global citizenship across the globe and as such should always get equipped with certain traits and attributes. The first quality is creative thinking which may prove vital when the global citizen faces a predicament of social injustice for instance. Also, one ought to remain flexible, proactive, dedicated and sociable in order to work well with other members of the group to make the world equitable and sustainable (Reysen, and Katzarska-Miller, 2012)
According to the Global Education and Global Citizenship video, (Global Education and Global Citizenship, 2012), there exist several merits of global citizenship education. Global citizenship education gives other people an alternative perspective or platform to view the world besides the transmission of educational values and culture. The world has increasingly got connected and interdependent due to the advancements in communication and technology and as such it gets paramount to educate other people on the various values and core principles of global citizenship. Economically, the world is now connected through globalization and telecommunication has unified the social and cultural segments of the world. International relations and the diplomatic ties of various countries have brought the world to one platform while humans share the plant environmentally and thus the need for us all to protect the universal planet (Israel, 2012).
Education on global citizenship also helps the various students to participate in the acquisition of good values and ethics in the various learning institutions. The belief about equality for every human being for instance gets cultivated into the young students in their schools and when they grow older the beliefs and values form part of their culture. The pupils get to see the essence of treating every person around them equally and with utmost respect. Also, the students learn about the importance of conserving the environment for the future generation and to maintain a sustainable planet. Educating students on global citi9zebship also shows the need to incorporate learners as well as tutors in the decision making process and proves the fact that the opinion of everyone counts while making decisions.
Personally, global citizenship has manifested in my life in the sense that I normally see it upon myself to dump litter in the right place. Environmental conservation remains a field I admire and always give my all to protect. In school for instance, I would not dump litter anywhere apart from litterbins and other designated areas for dumping litter. The other example is in my social interactions with other students at school. I always try to respect the cultural diversity in school and treat every other student equally irrespective of their race or gender. Also, in my interactions with other students I try to respect every opinion from all the students and show everyone that whatever they have to say is equally important as other opinions.
My environment influences certain outcomes of global citizenship including intergroup empathy, valuing diversity, social justice, intergroup helping, the level of responsibility and environmental sustainability. Social justice manifests in my life since I have an ethical point of view in all my interactions with people around. Also, the value of diversity manifests in my life where I treat every personally irrespective of gender or race. Intergroup helping and intergroup empathy both get incorporated in my life through the good social skills I possess that enable me to blend into any group of persons.
Cabrera, L (2010). The Practice of Global Citizenship. Cambridge University Press. Paperback.
Israel, R (2012). Global Citizenship: A Path to Building Identity and Community in a Globalized World. CreateSpace Independent Publishing Platform. Paperback.
Reysen, S and Katzarska-Miller, I (2012). A Model of Global Citizenship: Antecedents and Outcomes. Retrieved from http://web.b.ebscohost.com.proxy-library.ashford.edu/ehost/detail/detail?sid=393fe48e-bb5c-4ffa-92e6-6bb9b06de5c22%40sessionmgr111&vid=102&bdata=JkF1dGhUeXBIPWlwLGNwaWQmY3VzdGlkPXM4ODU2ODk3JnNpdGU9ZWhvc3qtbGl2ZQ%3d%3d#AN=901375996&db=a9h
Schattle, H (2007).The Practices of Global Citizenship. Rowman & Littlefield Publishers. Paperback.
Global Education and Global Citizenship (2012). [Video File]. Uploaded January 3rd, 2012. Retrieved from http://www.youtube.com/watch?v=XXzRHbISFW0