CLASS 6: Global Citizenship and Decolonizing Global? (Week March 27 to April 1)
Key Notions
- Who is a global citizen?
- How are notions of citizenship understood within a global context?
- How might these notions of citizenship be taken up in the classroom?
- Should the goal of pedagogy be one of citizenship?
- How could we decolonize global education?
Readings
- Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3, 4051. http://www.developmenteducationreview.com/issue3-focus4
Learning Activities
- “Globingo” – Global Citizenship Sheet: Think of…
| Food crops that are grown in Kenya | Cash crops that are grown in Ethiopia | Something that comes from the Congo | A country where cacao is grown |
| Languages that are spoken in Kenya | Languages spoken in Senegal | Languages spoken in Israel | Languages spoken in Brazil |
| Something you know about Australia | Something you know about Saudi Arabia | Something you are wearing that was not made in Kenya | Food you might have eaten that was not produced/grown/made in Kenya |
| A country you have read or heard about | A famous person from Egypt | A famous person from the USA | A famous person from South Africa |
| Write something that you know about China | Write something you know about India | Write something you know about Russia | Write something you know about Guinea Bissau |
On a piece of paper, draw a large plate. Inside that plate, write one response from each of the boxes above. Think of something that they have in common.
What are your thoughts about the worksheet?
Adapted from Global citizenship activities http://www.oxfam.org.uk/education/resources/global-citizenship-in-the-whole-school/key-stage-two
- *** After doing the required readings, submit the following in the comments section below:
- how would you explain or define the idea of “decolonizing global education?”
- provide two examples on how might you incorporate global citizenship ideas into your teaching
- what do you think are the limitations of global citizenship education?
ROUP NAMES:
1. JAMA AHMED MOHAMED STUDENT ID NO: 93043140
2. HUSSEIN MOHAMED GUHAD STUDENT NO 92938142
3. MUKTAR SIRAT MAHDI STUDENT NO 92952143
1. Who is global citizen?
A global citizen is some one who identifies part of emerging world community and whose actions contribute to building this community’s values and practices.
2. How are nations of citizenship understood?
Within a global context
The term “citizenship “refers to the identity between a person and a city , state or nation their right to work, live and participate politically in particular geographic area. When combined the term “global” it defines a person who places his/her identity with global community.
The nation or the idea of global citizenship is that one’s identity transcends geography or political boarders and that responsibilities or the rights can be derived from membership in a broader class ”humanity”. This does not mean such people denounces or waives their nationality or local identity but are given a membership of local community.
In education the term is most often used to describe world view or set of values toward which education is oriented. The concept of global citizenship has been linked with a wards offered for helping humanity. Teachers are been given the responsibility of being social change agent UNESCO and UNHCR inspired the universal values of the declaration of emerging human rights that aims to contribute to achieve like millennium development goals (MDG) critical and transformative perspective citizenship is defined by being a member with rights and responsibilities . The concept of global citizenship reqires students to be politically critical and personally transformed.
Teachers provide social issues in a neutral and grade-appropriate way for students to understand grapple-with and do something. Holistic understanding perspective focuses the understanding one’s self in relation to global community. perspective follows that attends to human values and beliefs, global systems, issues , history, cross-cultural understanding and the development of analytical and evaluative skills.
3. How might these notions of citizenship be taken in the classroom?
The following are the main themes which will help teaching good citizenship.
• Honesty—a person must be honest in order to be good citizen.
• Compassion—is the emotion of caring for people and for other living things compassion gives a person an emotional bond with his or her world.
• Respect—similar to compassion, an important aspect of respect is self respect. Respect is also directed toward inanimate things or people. Finally respect includes determinations, self-esteem, and admiration of other people’s law or regulation.
• Responsibility—includes private and personal responsibility and public responsibilities. Pupils / students have responsibilities to educate themselves so that they can lead live in a better life.
• Courage—human beings are capable of involving beyond mere goodness towards greatness. Courage helps people to do the right thing even if they are difficult or dangerous
4. How can we decolonize global education?