Definitions
Global citizenship has a long history dating back to the 4th century B.C. when the ancient Greek philosopher Diogenes stated that he was a “citizen of the world” and that we would all see ourselves more clearly “when we see our ways in relation to those of other reasonable people”.
This idea of better understanding of oneself through the deeper understanding of others is the basis of global citizenship education today and allows us to “see beyond national traditions and identities and recognize what is most worthy of respect in people”
(Tuomi, Jacott, and Lundgren, 2008, p. 2).
In modern times global citizenship has evolved side-by-side with the process of globalization and its effects, including the internationalization of many aspects of modern society, and has given us a definition that is greatly influenced by political philosophies like neo-liberalism, radicalism, and transformationalism.
In order to fully understand global citizenship and world education we must first start with some basic definitions that include citizenship, globalization, its’ outgrowth- internationalization, some common political philosophies that effect global/world citizenship, and their involvement/impact on higher education.
Citizenship- relationship between an individual and a state in which the citizen owes allegiance to the state and in turn is given protection and freedom for meeting those responsibilities. Citizens have rights that include the right to vote and hold public office. The usual responsibilities of citizenship include allegiance, taxation, and military service (Encyclopedia Britannica, 2013).
Globalization- globalization is the process of increasing interconnectedness between societies such that events in one part of the world more and more affect people and societies far away and is considered by scholars to be the most important factor in the development of higher education worldwide. It has economic, technological, and political components, and significantly impacts the nature and direction of global cultural/economic flows (Fanghanel, 2010; Brigham, 2011).
- an accurate understanding of globalization is as a nested arrangement of concentric circles, representing the world’s elites, the
middle class, and the poor that cut across national boundaries. North and South, First World/Third World are no longer ‘there’
but nestled together ‘here’ in all the world’s urban areas (Shultz, 2007)
Internationalization- the process of infusing an international, intercultural or global dimension into the teaching, research, service, and delivery of postsecondary education, and is considered to be an inevitable result, and overt impact, of globalization. It aim is to transform the cultural community, learning discourses/environments, and staff working practices across the institution. When successful it involves active and responsible engagement of the academic community in global networks/partnerships
(Braskamp, 2011; Hudson and Sidhu, 2011; Garson, 2012)
Global/World Citizenship- combines a view of citizenship and globalization, linking the local, national, and global aspects of citizenship. Politically it includes an active commitment to the world that all share and for which humans must take responsibility. It includes knowledge and skills that show cross-cultural awareness, concern for the greater good, value for diversity, and effectivness in a global context by connecting to people/issues that cross national boundaries. It’s also defined as the ability of individuals to live, work and play in trans-national norms, defying national boundaries and sovereignty
(Schultz, 2007; Tuomi, Jacott, and Lundgren, 2008; Meyers and Sandy, 2009, Fanghanel, 2010; Henderson, 2010, Rhodes and Szelenyi, 2009/2011)
- Neoliberalism- celebrates the dominance of one global market, privatization, marketization, and principles of open
transnational trade. Global citizens successfully navigate a liberal economy driven by capitalism and technology. Seen as
globalization from above, focused on broad globalizing trends such as power structures and global flows. It is the dominant
economic/social structure of the 20th and 21stcenturies and is counter to global citizenship
(Schultz, 2007; Jones, 2009; Fanghanel, 2010).
- Radicalism- presents globalization as an accelerated mode of Western imperialism, using economic power to gain dominance.
Global citizens this mind understand that the system creates poverty and oppresses the majority of the world and bears a
responsibility to challenge both state/corporate structures that increase the marginalization of the global south and east. This
globalization from below’ focuses on indigenous manifestations
(Schultz, 2007; Fanghanel, 2010).
- Transformationalism- globalization is understood as cultural, social, environmental, political, and economic, and results in
new patterns of inclusion and exclusion, and the erosion of North-South hierarchies (Schultz, 2007). ·
Global Citizenship Education- aims to transform perceptions and views of reality through the emphasis of student experiences that are international in scope, and include study abroad, civic engagement, community service, and reflective practice based on activities that leads to individual and communal global responsibility based on fairness and human rights. It promotes national/international interaction, inter-cultural dialogue, learning from one another, and helps students understand and appreciate different cultures through study abroad, civic engagement, community service, and reflective practice
(Brigham, 2011; Tuomi, Jacott, and Lundgren, 2008)
Despite these interrelated definitions that seem to span much research, several scholars, and many countries, it must be understood that these concepts all have fundamentally different approach and focus in different regions, and even within regions (i.e. the countries of Europe), in comparison to the United States
(De Wit, 2011)
This idea of better understanding of oneself through the deeper understanding of others is the basis of global citizenship education today and allows us to “see beyond national traditions and identities and recognize what is most worthy of respect in people”
(Tuomi, Jacott, and Lundgren, 2008, p. 2).
In modern times global citizenship has evolved side-by-side with the process of globalization and its effects, including the internationalization of many aspects of modern society, and has given us a definition that is greatly influenced by political philosophies like neo-liberalism, radicalism, and transformationalism.
In order to fully understand global citizenship and world education we must first start with some basic definitions that include citizenship, globalization, its’ outgrowth- internationalization, some common political philosophies that effect global/world citizenship, and their involvement/impact on higher education.
Citizenship- relationship between an individual and a state in which the citizen owes allegiance to the state and in turn is given protection and freedom for meeting those responsibilities. Citizens have rights that include the right to vote and hold public office. The usual responsibilities of citizenship include allegiance, taxation, and military service (Encyclopedia Britannica, 2013).
Globalization- globalization is the process of increasing interconnectedness between societies such that events in one part of the world more and more affect people and societies far away and is considered by scholars to be the most important factor in the development of higher education worldwide. It has economic, technological, and political components, and significantly impacts the nature and direction of global cultural/economic flows (Fanghanel, 2010; Brigham, 2011).
- an accurate understanding of globalization is as a nested arrangement of concentric circles, representing the world’s elites, the
middle class, and the poor that cut across national boundaries. North and South, First World/Third World are no longer ‘there’
but nestled together ‘here’ in all the world’s urban areas (Shultz, 2007)
Internationalization- the process of infusing an international, intercultural or global dimension into the teaching, research, service, and delivery of postsecondary education, and is considered to be an inevitable result, and overt impact, of globalization. It aim is to transform the cultural community, learning discourses/environments, and staff working practices across the institution. When successful it involves active and responsible engagement of the academic community in global networks/partnerships
(Braskamp, 2011; Hudson and Sidhu, 2011; Garson, 2012)
Global/World Citizenship- combines a view of citizenship and globalization, linking the local, national, and global aspects of citizenship. Politically it includes an active commitment to the world that all share and for which humans must take responsibility. It includes knowledge and skills that show cross-cultural awareness, concern for the greater good, value for diversity, and effectivness in a global context by connecting to people/issues that cross national boundaries. It’s also defined as the ability of individuals to live, work and play in trans-national norms, defying national boundaries and sovereignty
(Schultz, 2007; Tuomi, Jacott, and Lundgren, 2008; Meyers and Sandy, 2009, Fanghanel, 2010; Henderson, 2010, Rhodes and Szelenyi, 2009/2011)
- Neoliberalism- celebrates the dominance of one global market, privatization, marketization, and principles of open
transnational trade. Global citizens successfully navigate a liberal economy driven by capitalism and technology. Seen as
globalization from above, focused on broad globalizing trends such as power structures and global flows. It is the dominant
economic/social structure of the 20th and 21stcenturies and is counter to global citizenship
(Schultz, 2007; Jones, 2009; Fanghanel, 2010).
- Radicalism- presents globalization as an accelerated mode of Western imperialism, using economic power to gain dominance.
Global citizens this mind understand that the system creates poverty and oppresses the majority of the world and bears a
responsibility to challenge both state/corporate structures that increase the marginalization of the global south and east. This
globalization from below’ focuses on indigenous manifestations
(Schultz, 2007; Fanghanel, 2010).
- Transformationalism- globalization is understood as cultural, social, environmental, political, and economic, and results in
new patterns of inclusion and exclusion, and the erosion of North-South hierarchies (Schultz, 2007). ·
Global Citizenship Education- aims to transform perceptions and views of reality through the emphasis of student experiences that are international in scope, and include study abroad, civic engagement, community service, and reflective practice based on activities that leads to individual and communal global responsibility based on fairness and human rights. It promotes national/international interaction, inter-cultural dialogue, learning from one another, and helps students understand and appreciate different cultures through study abroad, civic engagement, community service, and reflective practice
(Brigham, 2011; Tuomi, Jacott, and Lundgren, 2008)
Despite these interrelated definitions that seem to span much research, several scholars, and many countries, it must be understood that these concepts all have fundamentally different approach and focus in different regions, and even within regions (i.e. the countries of Europe), in comparison to the United States
(De Wit, 2011)