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What is Global Citizenship

Chapter 17
Handbook of Research on Study Abroad Programs and Outbound Mobility
The ability to recognize the interconnectedness and humanistic principles across cultures.
Published in Chapter:
International Service-Learning: Study Abroad and Global Citizenship Development in a Post-Disaster Locale
Joellen E. Coryell (Texas State University, USA), Trae Stewart (Texas State University, USA), Zane C. Wubbena (Texas State University, USA), Tereza Cristina Valverde-Poenie (Texas State University, USA), and B. J. Spencer (Texas State University, USA)
Copyright: © 2016 |Pages: 26
DOI: 10.4018/978-1-5225-0169-5.ch017
Abstract
International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.
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Chapter 9
Global Citizenship Education Curriculum for SADC Countries: Possibilities and Constraints
It is a sense of belonging to the wider world and where one has rights and responsibilities.
Published in Chapter: Global Citizenship Education Curriculum for SADC Countries: Possibilities and Constraints; From: Handbook of Research on Promoting Global Citizenship Education
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Chapter 4
Beyond a Shared Theme: Intercultural Living and Learning
An active and acknowledged membership to a global community that includes privileges of the membership as well as the responsibilities associated with it.
Published in Chapter: Beyond a Shared Theme: Intercultural Living and Learning; From: Promoting Intercultural Agility and Leadership Development at Home and Abroad for First-Year Students
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Chapter 15
The Global Citizens in Global (Un)certainties: Southern Higher Education Students in the North
The concept of global citizenship refers to the collective efforts made by individuals and communities to address social, environmental, and economic issues, acknowledging the universal citizenship of every individual.
Published in Chapter: The Global Citizens in Global (Un)certainties: Southern Higher Education Students in the North; From: Rebuilding Higher Education Systems Impacted by Crises: Navigating Traumatic Events, Disasters, and More
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Chapter 2
Social Justice Mathematics Activism to Develop Student Identity as a Global Citizen
Social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale.
Published in Chapter: Social Justice Mathematics Activism to Develop Student Identity as a Global Citizen; From: Handbook of Research on Promoting Global Citizenship Education
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Chapter 13
Climate Change Adaptation and Sustainability in the Bangladeshi School Curriculum
Global citizenship is a notion that encourages the idea of citizenship beyond political or geographical identity. It is based on moral and ethical responsibilities related to the universal rights of humankind to live in peace and harmony in the global village where interdependence and interconnectedness are intertwined, and sustainable and fairer living must be practiced.
Published in Chapter: Climate Change Adaptation and Sustainability in the Bangladeshi School Curriculum; From: Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability
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Chapter 21
Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy
A level of belonging to the larger global society beyond our localized lives characterized by a sense of social consciousness, shared responsibility, and motivation to contribute toward finding solutions to world issues and improving the plights of fellow global citizens.
Published in Chapter: Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy; From: Handbook of Research on Effective Communication in Culturally Diverse Classrooms
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Chapter 4
A Deep Dive Into How Critical Literacy Experts Advance Equity and Social Justice: Definitions and Practices
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Chapter 2
Global Students, Citizens, and Understanding the Impact of the COVID-19 Crisis
The idea that, although we have a multitude of manners of defining ourselves, the overarching identity that should be prioritized is a global citizenship. All identities and geographies are connected.
Published in Chapter: Global Students, Citizens, and Understanding the Impact of the COVID-19 Crisis; From: Rhetoric and Sociolinguistics in Times of Global Crisis
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Chapter 11
Managing Diversity: A Study of Multicultural Workplaces in Arab and Chinese Societies Post Pandemic
The idea of all individuals being members of a single global community, bound by shared responsibilities, rights, and values, and promoting a mindset of cultural appreciation and mutual respect.
Published in Chapter: Managing Diversity: A Study of Multicultural Workplaces in Arab and Chinese Societies Post Pandemic; From: Global Citizenship and Its Impact on Multiculturalism in the Workplace
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Chapter 16
“The World is So Much Bigger”: Preservice Teachers' Experiences of Religion in Israel and the Influences on Identity and Teaching
Viewing the interconnectedness of humans across the borders of nations, possessing a value for diversity, and a desire for social justice and equity.
Published in Chapter: “The World is So Much Bigger”: Preservice Teachers' Experiences of Religion in Israel and the Influences on Identity and Teaching; From: Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
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Chapter 16
Fostering Global Citizenship in Higher Education: Development of an International Course in Global Health
A multi-faceted term which is general accepted to include three key criteria: global citizenship is defined using three criteria: (1) aware of global issues; (2) socially responsible; and (3) civically engaged.
Published in Chapter: Fostering Global Citizenship in Higher Education: Development of an International Course in Global Health; From: Handbook of Research on Study Abroad Programs and Outbound Mobility
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Chapter 4
Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020)
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Chapter 4
Towards a “Response-Able Pedagogy” in Teacher Development Through Collaborative Online International Learning (COIL): An American-South African Partnership
Is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale. The term can refer to the belief that individuals are members of multiple, diverse, local and non-local networks rather than single actors affecting isolated societies.
Published in Chapter: Towards a “Response-Able Pedagogy” in Teacher Development Through Collaborative Online International Learning (COIL): An American-South African Partnership; From: Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education
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Chapter 2
Teaching Global Competence, Creating Global Citizens: Critical Citizenship Education in Higher Education
The umbrella term for social, political, environmental, and economic actions of globally-minded individuals and collectives based on the idea that identity transcends geography and that responsibilities and rights are derived from membership to humanity. Sometimes referred to as World Citizen/ship.
Published in Chapter: Teaching Global Competence, Creating Global Citizens: Critical Citizenship Education in Higher Education; From: The Role of Educators as Agents and Conveyors for Positive Change in Global Education
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Chapter 16
Global Learning in Agriculture: Cultivating Global Competency in Agricultural Educators and Global Impact in Agricultural Education
The recognition of one’s responsibilities and rights as a member of the global community and the commitment to contribute positively. Operationally, global citizenship can be measured by individuals' participation in global issues, awareness of global interconnectedness, and proactive engagement in community and global initiatives.
Published in Chapter: Global Learning in Agriculture: Cultivating Global Competency in Agricultural Educators and Global Impact in Agricultural Education; From: Emerging Research in Agricultural Teacher Education
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Chapter 10
The 5M Approach: Layers of Reflection
The idea that people have a civic responsibility to contribute to the wellbeing of all members of the planet.
Published in Chapter: The 5M Approach: Layers of Reflection; From: Developing an Intercultural Responsive Leadership Style for Faculty and Administrators
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Chapter 15
International Students' Perceptions and Experiences of Higher Education for Global Citizenship
The term “global citizenship” refers to any moral (social, political, environmental), and economic actions taken by communities and individuals with a global perspective.
Published in Chapter: International Students' Perceptions and Experiences of Higher Education for Global Citizenship; From: Innovative Digital Practices and Globalization in Higher Education
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Chapter 15
Digital Education Strategy
The view that people are citizens not just of individual countries and nation-states, but of the world.
Published in Chapter: Digital Education Strategy; From: The Strategies of Informing Technology in the 21st Century
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Chapter 9
English Language Teacher Education Through the Kaleidoscope of Global Citizenship: Japan and Vietnam in Comparative Perspective
Global citizenship fundamentally concentrates on individuals as a nuclear factor of global civil society “possessing global awareness, knowledge, skills, and values”, to think and act “locally and globally” in an attempt to tackle the world’s issues ( Schattle, 2008 ; Thanosawan, 2012 ).
Published in Chapter: English Language Teacher Education Through the Kaleidoscope of Global Citizenship: Japan and Vietnam in Comparative Perspective; From: Contemporary Issues in Multicultural and Global Education
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Chapter 17
Sociology of the COVID-19 Lockdown: Critical Analysis of Its Effects on Private School Teacher Wellbeing
The idea that one's identity transcends geography or political borders and that responsibilities or rights are derived from membership in a broader class: “humanity.”
Published in Chapter: Sociology of the COVID-19 Lockdown: Critical Analysis of Its Effects on Private School Teacher Wellbeing; From: Handbook of Research on Promoting Global Citizenship Education
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Chapter 2
Development-Tourism and Poverty Alleviation: Towards an Integrative Framework
A call for all citizens to build awareness of their own and others’ roles within an interconnected global context; to take responsibility for their actions; and to take actions towards development outcomes that are socially, economically, environmentally and politically just and sustainable.
Published in Chapter: Development-Tourism and Poverty Alleviation: Towards an Integrative Framework; From: Handbook of Research on the Role of Tourism in Achieving Sustainable Development Goals
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Chapter 5
Teaching Cross-Cultural Competence in a Smart Machine Age: The Role of International Service Learning in the Business School Curriculum
The idea that all people share a common humanity, and, as such, have civic responsibilities that transcend their immediate communities or nation-states.
Published in Chapter: Teaching Cross-Cultural Competence in a Smart Machine Age: The Role of International Service Learning in the Business School Curriculum; From: Global Trends, Dynamics, and Imperatives for Strategic Development in Business Education in an Age of Disruption
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Chapter 3
Expanding and Updating Human Rights: Tourism as a Social Right in Contemporary Societies
The term global citizenship denotes the commitment to avoid the increase of world poverty and the destruction of ancient cultures and the natural environment, and also the complexity of individual connections with international law and overlapping political institutions in a globalized world (Carter, 2001).
Published in Chapter: Expanding and Updating Human Rights: Tourism as a Social Right in Contemporary Societies; From: Global Perspectives on Human Rights and the Impact of Tourism Consumption in the 21st Century
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Chapter 6
Critical Online Conversations for Global Educators: Andragogical Considerations and Assessment Strategy
A sense of belonging to the global community and a common sense of humanity, with its presumed members experiencing solidarity and collective identity among themselves and collective responsibility at the global level. It is a 21 st Century approach to living in which principles of global responsibility and accountability are applied to everyday local actions and complex global problems are addressed on an individual basis.
Published in Chapter: Critical Online Conversations for Global Educators: Andragogical Considerations and Assessment Strategy; From: Handbook of Research on Online Discussion-Based Teaching Methods
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Chapter 7
Promoting Peace Through Education: Creating Globally Competent Learners in the UK
Contributing in the global community and taking responsibility and action for global issues.
Published in Chapter: Promoting Peace Through Education: Creating Globally Competent Learners in the UK; From: Handbook of Research on Promoting Peace Through Practice, Academia, and the Arts
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Chapter 10
Sustainable Entrepreneurial Thinking: Developing Pro-Active, Globally Aware Citizens
The idea that one's identity transcends geography or political borders and that responsibilities or rights are derived from membership in a broader class: “humanity”
Published in Chapter: Sustainable Entrepreneurial Thinking: Developing Pro-Active, Globally Aware Citizens; From: Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship
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Chapter 8
Global Citizenship, Entrepreneurship, and Diversity in the Global Village for the Post-COVID-19 Era
Inherent to specific individuals, it is defined by the knowledge of customs, habits, cultural traditions and cultural principles, and the appreciation for the interconnected nature of global systems that interrelate on the planet.
Published in Chapter: Global Citizenship, Entrepreneurship, and Diversity in the Global Village for the Post-COVID-19 Era; From: Global Citizenship and Its Impact on Multiculturalism in the Workplace
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Chapter 15
Water Ecology, Engineering, and Global Citizenship: A Science and Literacy Integrative Unit
When one assumes responsibility or a moral objective to become aware of real world problems and work internationally to solve them.
Published in Chapter: Water Ecology, Engineering, and Global Citizenship: A Science and Literacy Integrative Unit; From: Handbook of Research on Science Literacy Integration in Classroom Environments
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Chapter 16
Global Citizenship Education in the Era of Globalization
Implies a sense of belonging to a broader community, beyond national boundaries, that emphasizes our common humanity and draws on the interconnectedness between peoples as well as between the local and the global.
Published in Chapter: Global Citizenship Education in the Era of Globalization; From: Handbook of Research on Diversity and Social Justice in Higher Education
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Chapter 36
Combating the “Gimme More” Mindset in Modern Classrooms: Citizenship Education vs. Entitlement
Belonging to or relating to a worldly culture of tolerance, community, and accountability.
Published in Chapter: Combating the “Gimme More” Mindset in Modern Classrooms: Citizenship Education vs. Entitlement; From: Handbook of Research on Applied Learning Theory and Design in Modern Education
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Chapter 7
Bridging the Entrepreneurial Opportunity Gap for Women With Disabilities in a Globalized World
The concept for political, social, economic, and environmental, motivated actions of globally minded persons and communities on a worldwide/global scale.
Published in Chapter: Bridging the Entrepreneurial Opportunity Gap for Women With Disabilities in a Globalized World; From: Handbook of Research on Promoting Global Citizenship Education
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