How To Achieve Global Citizenship Education In The Classroom
Written by Abena Sey
October 24, 2020
Pang (2013) defined globalization as “the interconnectedness permitted through the emergence of technological advancement and displacement of people, goods, & services which therefore shifts the organization of work, government, education, local culture, and local production.” In light of our increasingly interconnected world, it is fundamental that our students receive knowledge of, and opportunities to participate in, a global educational experience in school that exposes them to relevant issues that inspire critical thinking and action towards the issues that impact them.
To teach your students global citizenship, you must use effective pedagogical strategies that model how to empathize, how we influence others, and the importance of cooperation and collaboration with others as members of a global community.
There are three strategies that educators can implement to achieve this goal. These three strategies include: i) intentionality to teach global topics; ii) identity formation in one’s students to teach global awareness and global participation; and iii) increasing students’ participation to create meaningful engagement in global citizenship.
1 - Intentionality to Teach Global Topics
This includes ensuring that the content and activities achieve the learning outcomes of global citizenship education within the subject, whether or not it is a standard for the subject area. One strategy is finding ways to integrate multiple subjects to teach a global citizenship theme.
2 - Identity Formation To Teach Global Awareness and Participation in the Global Community
This teaching strategy begins by helping students to develop a national identity and appreciation of their own country. It is through national identification and appreciation that students gain a deeper understanding of their place within the global community and the implications of global issues. For example, teachers who connected their own global experiences obtained through travels, volunteer work abroad, or their ethnic backgrounds to the global experiences of their students from the lens of self-identification created a class culture of sharing, questioning, and relating their local experiences to global experiences (Tichnor-Wagner et. al., 2016).
3 - Increase Students’ Participation In Global Citizenship Activities
Students’ participation in meaningful global citizenship activities provides them an even deeper appreciation for issues related to their local and global communities. It is important, however, to help students understand that their ultimate goal is to become change agents. Massey (2014) suggested that efforts, such as purchasing fairtrade goods and fundraising for international causes, could be viewed as self-gratifying actions that do not necessarily achieve the goals of creating change agents. These actions are a positive step in the right direction, but to increase students’ engagement they need a participatory space. Authenticity is developed through personal connections to global citizenship issues. Schultz et. al. (2017) proved the tremendous engagement and leadership potential to act on global citizenship when students are given a participatory space. In this study, students from across Canada were given a digital participatory space in which to plan, collaborate, and share their perspectives on global citizenship. This resulted in the creation and presentation of a research paper, called “The White Paper,” to stakeholders within the school community, educational leaders, representatives of UNESCO, and the federal government (Schultz et. al., 2017). This student-led initiative grew exponentially in national participation and action through which students voiced their opinions on policy for global citizenship education.
Teaching students how to participate and thrive in our increasingly interconnected and interdependent world has become an essential component for a student’s complete educational experience in K-12. Global citizenship education is the vehicle that helps meet this need. Integral to achieving the goals of global citizenship education in the K-12 classroom, are educators who are equipped with strategies to help their students adopt the correct knowledge, attitudes, and actions required of global citizens. This includes the teacher’s intentions for global citizenship in his/her teaching practices, focus on students’ identity development and understanding of their place in the global community, and creation of meaningful ways for students to participate in sustainable global citizenship actions.
References
Pang, N. S. Globalization in the One World: Impacts on Education in Different Nations. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (11th, Plovdiv, Bulgaria, May 14-17, 2013)
Shultz, L.; Pashby, K.; & Godwaldt, T. Youth Voices on Global Citizenship: Deliberating across Canada in an Online Invited Space. International Journal of Development Education and Global Learning, v8 n2 p5-17. 2017.
Tichnor-Wagner, A., Parkhouse, H. Glazier, J., Cain, J. M. Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship across the Content Areas. Education Policy Analysis Archives, v24 n59. 2016.