GLOBAL CITIZENSHIP

After the advent of globalization and a multitude of technological advancements, the

nations, as well as many citizens of the world, have gotten closer than they did before.
Communication has been made easier with relatively new and efficient ways of reaching even
the former inaccessible parts of the world, and of acquiring and transmitting information which
are quite literally at everyone's fingertips. This constant state of being interconnected brings
about the notion of a global village where citizens of the world are members, not only of their
respective home countries, but also of the global world.
Considering these premises, there must be an ever-developing awareness that decisions
and actions in a domestic level can and will have international repercussions. As global citizens,
individuals must be aware of the wider world; respect and value diversity; have an understanding
of how the world works economically, politically, socially, culturally, technologically, and
environmentally; outraged by social injustice; participate in and contribute to the community at
all levels from local to global; be willing to act to make the world a more equitable and
sustainable place; and take responsibility for their actions (Douglas, 2001).
These characteristics can all be acquired through education, particularly the one that
focuses on global and multicultural aspects. Education, in this regard, helps the learner to
understand the impact of one's own actions to other cultures and the effect of other people's
actions based on a different culture to one's own (Pae,2003). In brief, global education opens
learners' minds to the multitude of customs, norms, and traditions lessening one's prejudices.
This is necessary because, as mentioned, the evident interconnectedness and constant
interaction of people from all over the world pit individuals from different nations and
cultures against one another. For such interaction to be successful, such set of conduct mentioned
above must be exhibited by a global citizen.
Moreover, the role of microsystems such as families and local communities
is of great importance in solidifying a global perspective. In essence, global education must be
holistic and require sthe effort not only of the educators but of parents, peers, and even policy
makers (Pae, 2003).
In a sense, this form of education focuses not only on giving learners life skills but
also on teaching them the importance of values which will help them gain a more inclusive
perspective of a global community and enable them to effectively interact with people from other
cultures.
Engaging with people of different nationalities with these attributes will be beneficial for
the rest of humanity in the long run since an individual is not only confined to the pursuit of
personal interest but also conscious about the lives, desires, and needs of other individuals
hailing from other cultures. It is a fact that some of the world's resources are running scarce due
to the persistent demands of human consumption. Being able to peacefully coexist with one
another with a shared global perspective in mind can enable individuals to efficiently distribute
and consume resources without the need for coercion. Global citizens have a great understanding
of the truth that for the global society to survive, one must do away with myopic and self-
centered ideas and must rather take into great consideration the needs of other individuals.
Indeed, in this era of interconnectivity between and among human beings, a global
perspective is necessary. As the means of communications and the degree of technology
congruently take higher ground, so must the mindset of individuals living in the relatively same
ecosystem, accessing and sharing nearly the same resources, and facing relatively similar threats
and challenges to human existence, be it natural or artificial. Global citizens know that
humankind must acquire a symbiotic relationship with one another for the entire human species
and human culture to survive.

Global Citizenship Global citizenship refers to a way of living that recognizes our world
is an increasingly complex web of connections and interdependencies. One in which our choices
and actions may have repercussions for people and communities locally, nationally or
internationally. Citizenship is associated with rights and obligations, for instance, the right to
vote and the obligation to pay taxes. Traditionally this is associated locally but can the idea of
citizenship be transferred to the global level? Caecilia Johanna van Peski (2012), defined global
citizenship <as a moral and ethical disposition that can guide the understanding of individuals or
groups of local and global contexts, and remind them of their relative responsibilities within
various communities=. Global citizens are the glue which binds local communities together in
an increasingly globalized world. According to Van Peski (2012) <global citizens might be a
new type of people that can travel within the various boundaries and somehow still make sense
of the world=. Global citizenship does not automatically entail a single attitude and a particular
value with globalization. We must remember that globalization is not a single phenomenon;
rather, there are many globalizations. While some need to be multiple futures for multiple
globalizations. These globalizations created enemies because according to one broad view,
globalization failed to deliver its promises. The so-called bottom billion lacks infrastructures and
has been disenfranchised. The opponents of globalization blame either Westernization or global
capitalism. There are three approaches to global economic resistance. Trade protectionism
involves the systematic government intervention in foreign trade through tariffs and non-tariffs
barriers in order to encourage domestic producers and deter their foreign competitors (McAleese,
2007). Fair trade is a different approach to economic globalization, which emerged as a counter
to neoliberal <free trade= principles. Fair trade aims at a more moral and equitable global
economic system in which, for instance, price is not set by the market; instead, it is negotiated
transparently by both producers and consumers. While it is popular among consumers in the
North, it has met only limited acceptance among producers. Its ability to supply a mass market
and its applicability to manufacture products are also doubted. The third form of resistance to
economic globalization relates to helping the bottom billion. Increasing aid is only one of the
many measures that are required. International norms and standards can be adapted to the needs
of the bottom billion. The reduction of trade barriers would also reduce the economic
marginalization of these people and their nations.

The Bottom Billion: Why the Poorest Countries are Failing and What Can Be Done
About It is a 2007 book by Paul Collier, Professor of Economics at Oxford University, exploring
the reasons why impoverished countries fail to progress despite international aid and support. In
the book Collier argues that there are many countries whose residents have experienced little, if
any, income growth over the 1980s and 1990s. On his reckoning, there are just under 60 such
economies, home to almost 1 billion people. When it comes to dealing with political
globalization, increased accountability (Germain, 2004) and transparency are the key issues. All
political organizations, at different levels, should be more accountable for their actions because
they now surrounded by an <ocean of opacity= (Holzner & Holzner, 2006). Increased
transparency has been aided by various mechanisms such as transnational justice systems,
international tribunals, civil society, and particularly the Transparency International. Like
globalization, resistance to globalization is multiple, complex, contradictory, and ambiguous.
This movement also has the potential to emerge as the new public sphere, which may uphold
progressive values such as autonomy, democracy, peace, ecological sustainability, and social
justice. These forces of resistance are themselves are products of globalization and can be seen as
globalization from below (Smith, 2008). According to della Porta, et. al. (2006), the impetus
for such a movement comes from the individuals, groups, and organizations which are oppressed
by globalization from above (neoliberal economic systems or aggressively expanding nations
and corporations). They seek a more democratic process of globalization. However, globalization
from below involves less visible, more right-wing elements, such as the American First Party and
the Taliban. The World Social Forum (WSF) is centered on addressing the lack of democracy in
economic and political affairs (Fisher & Ponniah, 2003). However, the diversity of elements
involved in WSF hinders the development of concrete political proposals. A significant influence
on WSF has been that of cyberactivism, which is based on the <cultural logic of networking=
(Juris, 2005) and <virtual movements=, such as Global Huaren.

Global citizenship is a term used to describe the social, environmental, and economic
actions taken by individuals and communities who recognise that every person is a citizen of the
world.
It is about how decisions in one part of the planet can affect people living in a different
part of it, and about how we all share a common humanity and are of equal worth.

It means being open to engaging positively with other identities and cultures and being
able to recognise and challenge stereotypes.

It is also about how we use and share the earth's resources fairly and uphold the human
rights of all.

WHAT DOES IT MEAN TO BE A GLOBAL CITIZEN?

A global citizen is someone who is aware of and understands the wider world – and their
place in it. They are a citizen of the world. They take an active role in their community and work
with others to make our planet more peaceful, sustainable and fairer.

EXAMPLES OF GLOBAL CITIZENSHIP

Global citizenship involves...

Exploring local and global connections and our views, values and assumptions
Exploring issues of social justice locally and globally
Exploring the complexity of global issues and engaging with multiple perspectives
Applying learning to real-world issues and contexts
Opportunities to make informed, reflective action and be heard
GLOBAL CITIZENSHIP EDUCATION
 For Oxfam, global citizenship is all about encouraging young people to develop the
knowledge, skills and values they need to engage with the world. And it's about the belief that
we can all make a difference.

Education for global citizenship isn't an additional subject – it's a framework for learning,
reaching beyond school to the wider community. It can be promoted in class through the existing
curriculum or through new initiatives and activities.

BENEFITS OF GLOBAL CITIZENSHIP

Global citizenship helps young people to:

Build their own understanding of world events.

Think about their values and what's important to them.
Take learning into the real world.
Challenge ignorance and intolerance.
Get involved in their local, national and global communities.
Develop an argument and voice their opinions.
See that they have power to act and influence the world around them.
What's more, global citizenship inspires and informs teachers and parents, too. But above
all, it shows young people that they have a voice. The world may be changing fast, but they can
make a positive difference – and help build a fairer, safer and more secure world for everyone.