GLOBAL CITIZENSHIP
 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.
 about how decisions in one part of the
planet can affect people living in a
different part of it; about how we all share
a common humanity and are of equal
worth.
 the umbrella term for social, political,
environmental, and economic actions of
globally minded individuals and
communities on a worldwide scale.
 can refer to the belief that individuals are
members of multiple, diverse, local and
non-local networks rather than single
actors affecting isolated societies.
What is citizenship?
- the membership of a particular country
while upholding the rights and
responsibilities of that country.
- goes beyond residency, or the right to
live and work in a country for a certain
amount time
- more demanding, requiring a lifelong
commitment to a country
WHAT DOES IT MEAN TO BE A GLOBAL
CITIZEN?
Global Citizen/s /Citizens of the World
- someone who is aware of and
understands the wider world – and
their place in it
- a citizen of the world.
- They understand that their actions do
not occur in a vacuum, but rather have
implications for other nations and for
the global community
- see themselves as having particular
rights and responsibilities to the world,
rather than only to one nation -- tend
to be open minded, well-travelled
individuals who feel connected to the
rest of the world
- aim to improve their own nation but
also hope to help other nations, too
- believe that responsibilities go beyond
borders and are not limited to their
own countries of origin
- for them, the freedom to see the
world, participate in the global
economy, and exercise political choices
in a safe environment are all
fundamental rights
- their responsibilities come from
ensuring that they contribute to the
world’s openness, safety and freedom
- take an active role in their community
and work with others to make our
planet more peaceful, sustainable and
fairer
To be a global citizen, you must be
constantly considering your place in the
world
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
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.
Responsibilities of global citizens
Global citizenship is not attainable for
everyone, and should be regarded as a
privilege which comes with important
responsibilities.
 The responsibility to stay informed of
global developments, markets and
cultures
 The responsibility to listen to multiple,
varied perspectives on foreign affairs and
globally relevant issues
 The responsibility to affirm, respect and
contribute to cultural diversity
 The responsibility to honour relationships
with people from other countries and
cultures
 The responsibility to think through and
recognise the many ways in which people
and countries of the world are
interconnected and interdependent
 The responsibility to share knowledge
with others, and learn from them in turn
 The responsibility to advocate for greater
multilateralism, international cooperation
and dialogue with other nations
 The responsibility for advocating for the
global implementation of international
agreements, conventions, and treaties
related to international issues
 The responsibility for advocating for more
equal systems of global justice,
environmental justice and collaboration
within the world community
How to become a global citizen?
Dual citizenship
- by accident of birth, they hold
citizenships of two countries
- have rights and responsibilities in two
different countries, which grants them
a privileged and important global
perspective
- an grant a person an enhanced ability
to travel to different countries, to
engage with the global economy and
to interact with politics and foreign
affairs.
European Union citizenship
- Offered by The European Union; a
fascinating model which is similar to
global citizenship
As an EU citizen, you have rights to
live, work, vote and pay tax in the EU’s 27
member states. These member states are
all situated in the same geographic area:
Europe.
Citizenship by Investment
- method of attaining a second
citizenship of a country through
making an investment in that country
- ntails an investment in a country’s
social programmes or real estate
GLOBAL CITIZENSHIP EDUCATION
- 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.
- 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.
In 2015, UN member-states met to
discuss the future of education for the
next fifteen years. One of the products of
that meeting was an implementation of
Global Citizenship Education (GCE) into
global education policy [1]. GCE was
integrated into education policy and
curriculum as a response to the
need for the students of today to be
aware of their place in the increasingly
interconnected global landscape [2]. The
United Nations Educational, Scientific, and
Cultural Organization (UNESCO) defined
the concept of GCE as a “framing
paradigm which encapsulates how
education can develop the knowledge,
skills, values, and attitudes learners need
for securing a world which is more just,
peaceful, tolerant, inclusive, secure, and
sustainable” [3].
As scholars have researched the optimal
spaces for GCE curriculum, it has become
clear that the social studies and ethics
classroom are not the only subjects in
which GCE can be integrated [6],[4].
Contemporary research suggests that the
themes and objectives of GCE may be
effective in the English as a Foreign
Language classroom [7].
Why is Global Citizenship Education
needed?
Our world is an increasingly complex web
of connections and interdependencies.
The opportunities in a fast-changing and
globalised world are enormous. But so too
are the challenges.
Now must be the time for education that
is transformative. An education that
provides all learners with the tools they
need to understand and engage with
those opportunities and challenges to play
their part in creating a fairer, better world.
Good GCE can:
 equip people with the knowledge
and skills needed to counter
misinformation
 promote and value diverse voices
and perspectives
 strengthen connections
between learning in the classroom
and real-life contexts and
experiences
 develop better understanding of
the historic injustices that have
shaped our societies and the
challenges we now face
 build awareness, understanding
and critical engagement with local
and global issues
 encourage creative and
critical thinking and improve
communication skills
 inspire hope and motivate
people to take action, both
individually and collectively, to
deliver solutions for our planet and
its people.
What does Global Citizenship Education look
like in practice?
GCE
- an approach to learning rather than an
add on --- can be incorporated across
the curriculum, reaching beyond
school to the wider community; draws
on a wide and evolving variety of
participatory teaching and learning
methodologies
- about encouraging learners to explore,
develop and express their own values
and opinions, as well as respect other
people’s points of view
The role of the educator is to help
learners to find out about their world for
themselves and to support them as they
learn to assess evidence, negotiate and
work with others, solve problems and
make informed decisions.
GCE IN EFL
The themes and concepts related to GCE
have been steadily finding their way into
the English as a Foreign Language (EFL)
and English as a Second Language (ESL)
classrooms over the last few years [13].
Studies have shown that the EFL/ESL is
an “optimal space for GCE” [7]. There are
several reasons why researchers are
 starting to lean on the EFL/ESL classroom
as a place for implementing GCE themes
and objectives. The first reason is that
GCE helps learners to develop global
identity. By identifying themselves as
global citizens, learners start to view
English as a way to communicate with
fellow citizens in the global landscape
rather than a means to access the English
speaking world or participate in western
culture [14]. Another reason GCE is
successful in the EFL/ESL classroom is
that the English language curriculum often
already encompasses many of the themes
related to GCE. Such as respecting
diversity and culture, innovation and
Why Is Cross-Cultural Communication
technology related to sustainability, and
Important?
seeking to understand and combat global
issues [7]. Finally, looking at GCE from an
educator's standpoint, English language
teachers often have more resources and
opportunities for global training, which
helps when tasked with implanting GCE
into their subject, which is why in-service
training programs for English language
teachers in South Korea are starting to
include GCE as a training module.
CROSS-CULTURAL COMMUNICATION /
Multicultural Communication
 the communication between
people who have cultural
differences due to nationality,
age, working style, gender,
ethnicity, race, etc.
 refers to communication
between people who differ in
any of the following: working
styles, age, nationality,
ethnicity, race, gender, sexual
orientation, and so on.
 can be verbal and non-verbal
and can include the use of
words, gestures, eye contact, or
body language when interacting
cross-culturally.
 an also refer to the use of
words, gestures, and body
language to exchange,
negotiate, and mediate cultural
differences
 The means by which people
from many cultures connect
with one another.
 explores how people of different
countries, ethnicities, and
cultures can work together to
communicate most effectively.
 means overcoming language
differences, understanding
multicultural nonverbal cues,
and working together to
understand how to best convey
ideas across cultural divides
- because it enables you to create a
positive work culture by bringing out
the best from the cultural backgrounds
of all team members
- allows people to avoid
miscommunication and
misinterpretation, instead opening up
the possibility of fruitful relationships
across previously daunting cultural
barriers.
- enables the free exchange of
information among people of vastly
different backgrounds, empowering
everyone to profit from the flow of
valuable data.
Cultural differences might present
themselves even within a specific country
or territory, not just internationally—for
example, people from New York might
approach work and life differently than
people from Los Angeles, despite sharing
the same language and nation.
3 Basic Elements of Cross-Cultural
Communication
With each passing year, you’re more and
more likely to find yourself in cross-
cultural situations. Here are three basic
elements of all forms of cross-cultural
communication:
 on your own. It can prove offensive
when you act as if it’s another person’s
1. Language: Verbal communication is
responsibility to tell you how to adapt
how people most explicitly convey
to and interact with someone of their
information from one person to another,
culture. Consult trusted advisors and
so knowing how to speak different
resources on how to best converse
languages greatly empowers people to
across cultural boundaries. Human
connect across cultural divides. Once you
resources departments for a wide
overcome language barriers, you remove
variety of companies are also doing
the greatest obstacle to free-flowing
what they can to provide cultural
communication. A conversational level of
training resources for employees of all
fluency might be all that is necessary.
backgrounds.
2. Nonverbal communication: Sometimes  Embrace humility. Surmounting
body language—such as eye contact or cultural barriers might lead to
facial expressions—might be all it takes to embarrassing miscommunications or
communicate certain information across unfortunate misinterpretations at
cultures. Still, nonverbal communication times, so remain humble, forgiving,
often takes on different meanings among and open-minded in these
different cultural groups. For instance, an circumstances. A culturally sensitive
inoffensive hand gesture in one culture work culture will allow for occasional
might be offensive in another. mistakes like this, so long as it’s
apparent they were made in good
3. Social norms: Different cultural norms
faith.
lead to different communication styles.
 Keep an eye out for unconscious
For example, in high-context cultures
biases. You might believe you have no
(such as in Japan and China), people talk
preexisting points of view about
around a subject gingerly rather than take
various cultures, but keep a vigilant
a more blunt approach. By contrast, low-
eye out for signs you might be acting
context cultures (such as in the United
out of prejudice or bias. By addressing
States and Germany) generally prefer
these sorts of preconceptions and
more direct forms of communication.
stereotypes, you lessen the chances of
Effective Cross-Cultural Communication acting on them and decrease the
Strategies possibility of offending someone.
 Remain adaptable. Keep an open mind
 Be friendly. Though people of different
in any work environment or situation
cultural backgrounds might
in which you might need to engage in
characterize the specific actions of
cross-cultural communication.
friendliness differently, approaching
Adaptability will serve you and your
intercultural communication with a
team members well as you seek to
friendly attitude is easy to appreciate
understand one another’s different
universally. When you act with
cultural contexts and work together as
common courtesy and goodwill, team
optimally as possible.
members will understand your desire
to communicate with them in their GLOBAL AWARENESS
own cultural vernacular—even if you
- a capacity that incorporates the
might occasionally miscommunicate or
attitudes, knowledge, and skills
misinterpret what they’re saying.
necessary for a person to competently
 Educate yourself. Try your best to
and perceptively navigate the
increase your cultural understanding
challenges and opportunities of a
 globalized world in a way that
promotes the greater good.
In the classroom, i involves teaching
students about different nations and
cultures, as well as their civic duties and
rights both locally and globally
- An ability to understand, respect and
work well with people from diverse
cultures is increasingly important for
social and academic success in an
interconnected world.
The idea behind global awareness is to
create global citizens who are open to
those raised in different countries,
cultures and religious settings. For
teachers, it’s an opportunity to open
students’ eyes to how everyday decisions
in their own lives can impact the lives of
people around the globe.
Why Is Global Awareness Important?
The world is as big as it ever was, but it
certainly can feel smaller—especially to the
new generation of students—because of the
power of the internet and global
communications. What happens in faraway
countries can seem as close as what happens
across town.
The guiding principle behind global
awareness is to create a more peaceful and
just society. Doing so requires an
understanding of people from other
backgrounds and cultures. Teachers can have
one of the strongest impacts on young
people in achieving that goal.
Global Awareness in the Classroom
Global awareness has become such an
important issue that teachers now have the
opportunity to learn about it in formal
classes.
For example, Fresno Pacific University, which
offers hundreds of continuing education and
independent studies courses for teachers, has
many courses for teachers that incorporate
global awareness. They indicate not only the
importance of global awareness but its
widespread adoption in many different areas
of education.
For example, global awareness is a part of
the following diverse courses for teachers. In
each case, the idea is to support teachers in
developing models that teach cultural
understanding and global awareness and
“promote and model digital citizenship and
responsibility.”
 The STEM course 3D Modeling for
Educators
 Excel - Ultimate Information Tool
That’s just a sample. The point is, global
awareness, particularly as it relates to web-
based learning, is a key factor when teaching
students across a wide variety of subjects.
Ways to Incorporate Global Awareness in the
Classroom
Part of the focus on global awareness springs
from the fact that in the past, it hasn’t always
been done well in the U.S. A Rand
Corporation survey conducted a decade ago
found that international corporations felt that
U.S. college graduates were “strong
technically” but “short-changed” in a cross-
cultural experience.
Now, the emphasis is on starting students
while they are young in their understanding
of the interlocking nature of cultures around
the world. While teachers can’t do the job on
their own, they certainly can have a strong,
positive impact.
These are just some of the educational areas
where global awareness can be incorporated.
 — John Dewey
 Literature
Reading is one of the best ways to immerse
students in another culture. A diverse set of
American authors is an important part of this
process. Another is incorporating literature
that is written by authors from other
countries or set in those countries.

 Foreign Language Skills

Even if they cannot speak a second language
fluently, it’s important for students to develop
some skills in at least one language other
than English. Learning a second language
opens students to see the world from a
different point of view.

 Knowledge in Comparative Fields

Teaching students in comparative fields such
as world history, anthropology, political
science, economics, and trade offers them a
chance to understand issues that have
international implications.

 Openness and Positivity

To learn about other cultures, students must
have an open mind and a positive attitude. At
the very least, students should have a
tolerance of other cultures. Better yet, they
develop deeper understanding that allows
them to both overcome cross-cultural
differences and develop empathy and trust
for those from other cultures.

Global awareness will continue to gain

importance as the world “gets smaller” and
more people of diverse cultures migrate
around the world. Given that reality, it’s a key
area for teachers to build strong skills.
“Education is not a preparation for life,
it is life itself.”