GLOBAL CITIZENSHIP ways to prepare students to function
SIGNIFICANCE effectively in the 21st century
GLOBAL EDUCATION – must prepare
students to understand perspectives of other
people and cultures across all grade levels
and disciplines so as to be able to solve
common problems and develop better
working relationships.
- more than learning about other
cultures or respecting diversity.
GLOBALLY COMPETENT STUDENTS
 Investigate their world – beyond
their immediate environment
 Recognize perspectives – own and
others’ perspective
 Communicate ideas – effectively
with diverse audiences
 Take action – translate ideas into
action to improve conditions
GLOBAL COMPETENCIES –
exemplifies what skills and knowledge sets
our students should have through global
education
21ST CENTURY SKILLS
 Critical thinking and problem solving
 Creativity
 Collaboration
 Cross-cultural understanding
 Communication
 Computing
 Digital literacy
GLOBAL CITIZENSHIP – citizenship
education needs to be changed in substantial
WHY AN INTERNATIONAL FOCUS?
 Economic competiveness and jobs
 Global challenges
 National security and diplomacy
 A diverse U.S. society
GLOBAL TOPICS
 Economics
 Population issues
 Environmental issues
 Humanitarian events
 Health challenges
 Language issues
 Technology
 Think globally act locally
GLOBAL CHALLENGES
 Haiti vs Dominican Republic
 North Korea vs South Korea
 Ganges river in India (water garbage)
TECHNIQUES TO EMPOWER AND
ENGAGE STUDENTS
 Empathy
 Interdisciplinary connections
 Studying abroad
 Participation in society
 Fluency in another language
 Technology literacy and skills
CURRENT ASSETS
 School community is ethnically and
racially diverse
  Students learn about culture through  Plan an outing
the study of a foreign language  Guest speaker
 Students have the opportunity for  International night
foreign travel  ePal project with another school
 Accept exchange students from other  mystery skype with another school
country
ONLINE RESOURCES
WHAT DOES GLOBAL
COMPETENCE LOOK LIKE IN A  Global education conference
TEACHER?  iEarn
 Oxfam education
 understanding your cultural identity  Skype
 global dimensions  Asia society
 engaging students  World savvy
 valuing input  NEA Foundation
 creating and modelling  TED-Ed
CURRENT SITUATION  Primary source
 ePals
 there are pockets of excellent global  Global Nomads Group – campfire
education that are producing increased
global competencies, but they are SAMPLE PATHWAYS
scattered and some may not be
 Establish “sister school” in another
intentional
country
 how can we identify what we are
 Creating projects that involve students
doing, what we need to do and how
in multiple countries
we can implement these things in an
 Invite globally-focused speakers and
intentional way?
performers
 Can we utilize the instructional and
 Participate in globally-focused service
school climate PLC’s to launch this
projects
effort?
 Encourage establishment of globally
*Add or innovate a specific lesson that focused extra-curricular activities
lends to an international focus
*We must focus on integrating international
TO START: ENHANCE YOU perspectives into our classroom. It is
STANDARDS BY: through education and exchange that we
become better collaborators, competitors and
 Sharing cultural stories
compassionate neighbors in this global
 Learn from students, parents and society
community members
 GLOBAL EDUCATION
- a goal to become aware of
educational conditions or lack of it, in
developing countries worldwide and aim to
educate all peoples to a certain world
standars – UNESCO
- curriculum that is international in
scope which prepares today’s youth around
the world to function in one world
environment – UNESCO
- an effort to help individual learners
to see the world as a single and global
system and to see themselves as a
participant in that system – JAMES
BECKER (1982)
- all about diversity, understanding the
differences and teaching the different
cultural groups in order to achieve the goals
of global education – JAMES BECKER
- a creative approach of bringing
about change in our society – GLEN GE
GUIDE (2009)
GLOBAL EDUCATION PROMOTES:
 Social justice and human rights –
and the contribution they make to
peace building and conflict resolution
 Sustainable futures – and importance
of developing skills of critical &
creative thinking and ethical
understanding
 Identity and cultural diversity – and
its importance in developing
intercultural understanding and
personal and social capability
 Interdependence and globalization
– and importance of working for a just
future in which all people have access
to their basic needs sustainably
GLOBAL TEACHER – armed with
enough skills, appropriate attitude and
universal values to teach students with both
time tested as well as modern technologies
in education in any place in the world
GLOBAL EDUCATION PROCESS
Awareness raising – understanding – critical
reflection –informed action – sustainable
change in the society
GLOBAL EDUATION APPLIES
METHODOLOGICAL APPROACHES:
 Learner-centered
 Participatory
 Partnership based
 Experienced-based
 Activating
 Empowering
FOUR PILLARS OF EDUCATION
1. Learning to know – by developing
one’s concentration, memory skills,
and ability to think
2. Learning to do – skilful, creative and
discerning application of knowledge
3. Learning to live together – develop
one’s own potential while learning to
successfully manage relationships
with others
4. Learning to be – role of education in
developing all the dimensions of the
 complete person: physical, emotional,
ethical
*Global education is an opportunity to
explore important themes such as change,
interdependence, identity and diversity,
rights and responsibilities, peace building,
poverty and wealth, sustainability and global
justice.
*Global change starts with the teacher itself,
in rearing the minds of the youth to be aware
and active in the local and global issues to
bring about change and to achieve a just and
attainable future for all.
GLOBALIZATION OF RELIGION
RELIGION – concerned with the sacred
- follows divine commandments
- assumes that there is “possibility of
communication between humans and
transcendent
GLOBALISM – places value on material
wealth
- bides y human-made laws
- yardstick is how much of humans
action can lead to the highest material
satisfaction
RELIGIOUS PEOPLE – aspire to become
a saint
- detest politics and the quest for they
are evidence of humanity’s weakness.
- evangelization is in itself a form of
globalization
- concerned with spreading holy ideas
globally
GLOBALIS – trains to be a shrewd
business person
- values politics and the quest for
power as both means and ends to open
further the economies of the world
- focus on the realm of market
- wishes to spread goods and services
ISOLATION JUSTIFICATION
 Dalai lama followers established Tibet
to create impenetrable sanctuaries
where they can practice of religion
without the meddling and control of
the state authorities
 Buddhist monasteries located away
for civilization so that hermits can
devote themselves to prayer and
contemplation
 Rizalistas of Mount Banahaw and the
Mormons of Utah
- these groups believe that living
among “non-believers” will distract
them from their mission or tempt
them to abandon their faith and
become sinners like everyone else.
RELATIONS BET. RELIGION &
GLOBALIZATION IS MUCH MORE
COMPLICATED
PETER BERGER – argues that far from
being secularized the contemporary world is
furiously religious
 - veritable explosions of religious
fervor (Christianity, Judaism, Islam,
Hinduism, Buddhism, Confucianism)
- religions is the foundation of modern
republic
 RELIHIONS IS THE FOUNDATION
OF MODERN REPUBLIC
MALAYSIAN GOVERNMENT – places
religion at the center of the political system
- its constitution explicitly states that
“Islam is the religion of the federation”, and
the rulers of each state was also “The head
of religion of Islam”
AYATOLLAH RUHOLLA KHOMEINI
– late Iranian religious leader
- “there is no fundamental distinction
among constitutional despotic,
dictatorial, democratic and communist
regime”
- all secular ideologies were the same
– they were flawed
- Islamic rule of government was the
superior because it was spiritual
NAHDLATUL ULAMA – traditionalist
Sunny (largest denomination) Islamic
movement in Indonesia
- has Islamic school\
 RELIGION WAS THE RESULT OF
A SHIFT IN STATE POLICY
ALEXIS DE TOCQUEVILLE – “not
only do the Americans practice their
religion out of self-interest but they often
even place in this world the interest which
they have in practicing it.”
JOSE CASANOVA – “historically religion
has always been at the very center of all
great political conflicts and movements of
social reform but also on both sides of the
political barricades.”
 IT REMAINS THE CASE UNTIL
TODAY WITH THE POWER OF
CHRISTIAN RIGHT HAS ON THE
REPUBLIC PARTY
CHRISTIANITY AND ISLAM – “old
world religions”
- see globalization less as an obstacle
and more as an opportunity to expand their
reach all over the world
GLOBALIZATION HAS “FREED”
COMMUNITIES – from the constraints of
the nation-state but also threatened to
destroy the cultural system that bind them
together
RELIGIONS SEEK TO TAKE THE
PLACE OF THESE BROKEN TIES –
either help communities cope with their new
situation or oppose this major
transformation of their lives
RELIGION – not “regressive force” but a
“pro-active force”
- instrument which religious people
can put their mark in reshaping the
globalizing world
RELIGIOUS FUNDAMENTALISM –
may dislike globalization materialism but
continues to use “full range of modern
means of communication and organization”
RELIGION FOR AND AGAINST
GLOBALIZATION
RELIGIOUS FUNDAMENTALISM –
has tapped
 Fast long-distance transport and
communication
 Availability of English as a global
vernacular of unparalleled power
 Know-how of modern management
and marketing
Which, enabled the spread of
promiscuous propagation of religious
forms across the globe
- result of spread of globalization and
both find ways to benefit or take
advantage of each other
- while religions may benefit from the
process of globalization, this does not
mean that its tension with globalist
ideology will subside
GLOBALIZATION – sees by Muslims as
a Trojan horse that would eventually
displace Islam.
WORLD COUNCIL OF CHURCHES –
association of different Protestant
congregations
- criticized economic globalization’s
negative effect
CATHOLIC CHURCH & POPE
FRANCIS – condemned globalization’s
“throw-away culture” that is fatally destined
to suffocate hope and increase risk and
threats
PREFERENTIAL OPTION FOR THE
POOR – call of Catholics
- powerful message of mobilization
but looks substance
TERRORISM OF ISIS – unlikely to create
“Caliphate” governed by justice and stability
REGIONALISM
- seen as a political and economic
phenomenon
- can be examined in relation to
identities, ethics, religion, ecological
sustainability and health
- a process constructed and defined
BASIC FEATUREOF REGIONS
 Group of countries located in the
same geographically specified area
 Amalgamation of two regions
 Combinations of more than two
regions organized to regulate and
oversee flows and policy choices
REONS FOR COUNTRIES TO FORM
REGIONAL ASSOCIATIONS
1. MILITARY DEFENSE
 NORTHATLANTIC TREATY
ORGANIZATION (NATO) –
formed by Western European
countries and the US to protect
Europe from the threat of the
Soviet Union Warsaw Pact –
 regional alliances of Eastern
Europe
- NATO’s purpose is to
guarantee the freedom and
security of its members through
political and military means
 AFRICAN UNION (AU) –
continental body consisting of the
55 members states of African
continent
- launched in 2002, successor
of Organisation of African
Unity
o To promote unity and
solidarity of the African
state
o Coordinate and intensify
their cooperation and
efforts
o Defend their sovereignty
o Eradicate all forms of
colonialism from Africa
o Promote international
cooperation
2. TO POOL THEIR RESOURCES –
get better return of their exports
 OPEC – co-ordinate and unify
petroleum policies among
Member Countries for stable
prices
- a permanent
intergovernmental organization
created by Iran, Kuwait, Saudi
Arabia and Venezuela, later
joined by 10 other members
o Qatar – terminated
o Indonesia – suspended,
reactivated then
suspended again
o United Arab Emirates
o Algeria
o Ecuador – suspended but
reactivated
o Angola
o Gabon – terminated but
rejoined
o Equatorial Guinea
o Congo
3. TO PROTECT THEIR
INDEPENDENCE FROM
SUPERPOWERS POLITICS
 NON-ALIGNED MOVEMENT
(NAM) 1962 – Egypt (Gamal
Abdel Nasser), Ghana (Kwame
Nkrumah), Indonesia (Sukarno),
Yugoslavia (Joseph Broz Tito),
India (Jawaharlal Nehru)
- represents the interests
and aspirations of
developing countries
4. ECONOMIC CRISES compels
countries to come together
 APEC – to leverage the growing
interdependence of Asia-Pacific
(21 members)
 ASEAN – promoting economic
growth and regional stability
among its members
o Indonesia
o Malaysia
o Philippines
 o Singapore 4 PILLARS OF ASEAN ECONOMIC
o Thailand COMMUNITY
o Brunei
 Single Market & Production Base –
o Laos
the region as a whole produce and
o Myanmar
commercialize goods and services
o Cambodia
anywhere in ASEAN
AIMS AND PURPOSES OF ASEAN  Competitive Economic Region –
competitiveness of its production and
 Accelerate the economic growth,
capacity for export, as well as the free
social progress, and cultural
competition inside of its frontiers
development
 Equitable Economic Development
 Promote regional peace and stability
 Integration in Globalized Economy
 Promote active collaboration and
– must not be isolated
mutual assistance
 Provide assistance to each other
 Collaborate more effectively for the NON-STATE REGIONALISM -
greater utilisation of their agriculture communities that engage together for a
and industries single cause
 Promote Southeast Asian studies
- pimary powers lies in their moral
 Maintain close and beneficial
standing
cooperation with existing
international and regional - not affiliated with, directed by, or
organizations funded through the government & NGOs

TREATY OF AMITY AND NEW REGIONALISM THAT VARIES

COOPERATION IN SOUTHEAST ASIA IN FORM
(TAC) – fundamental principles adopted by
 Tiny associations
ASEAN member states
 Huge continental unions that address
 Mutual respect a multitude of common problems
 Right to lead each other’s national  Reliant on power of individuals
existence  Identified with reformists
 Non-interference in the internal affairs
STATE-TO-STATE REGIONALISM –
 Settlement of differences or dispute
treat poverty or environmental degradation
by peaceful manner
as technical or economic issues
 Renunciation of the threat or use of
force - ASEAN, EU
 Effective cooperation
NEW REGIONALISM - treat poverty or
environmental degradation as flawed
economic policies and environmental
models
- Young Christians, The Migrant
Forum
CONTEMPORARY CHALLENGES TO
REGIONALISM
 Resurgence of militant nationalism
and populism
 Financial crises or regional
organization that led members to
leave
 ASEAN members continue to
disagree over the extent to which
member countries should sacrifice
sovereignty for the sake of regional
stability. ASEAN countries also
disagrees on how to relate to china
 Differing visions of what regionalism
should be for
MAJOR INTERNATIONAL NON-
GOVERNMENTAL ORGANIZATIONS
 CARE INTERNATIONAL –
focused on reducing poverty
worldwide
 OXFAM – focused on alleviating
poverty
 CATHOLIC RELIEF SERVICE
(CRS) – focused on reducing poverty
and disease
 INTERNATIONAL RESCUE
COMMITTEE (IRC) – focused on
providing assistance in crisis
situations
 SAVE THE CHILDREN –
providing assistance to children
 HUMAN RIGHTS WATCH
THE THIRF WORLD
After WWII, Cold War divided the world
 First world: NATO and the Western
Alliance
 Second world: communist countries
 Third world: those caught in
between the superpowers
DURING COLD WAR – primary global
division was between east and west and
predicated upon security and power
balance
AFTER COLD WAR – many see primary
global division as being between north and
south and predicated upon economic
inequality
COLD WAR – political hostility between
countries characterized by threats,
propaganda, and other measures short of
open warfare
- division between Russia and western
countries, 1940s-1991
- war between two ideas and ways of
ruling: communism (east) and capitalism
(west)
FIRST WORLD – developed capitalist,
industrial countries
SECOND WORLD – former communist-
socialist, industrial states
THIRD WORLD – suffer from high infant GLOBAL NORTH – US, Canada, Western
mortality, low economic development, high Europe, outermost regions of the European
levels of poverty, etc. Union

- tend to have economies dependent - developed parts of Asia, Australia,

on the developed countries and New Zealand

NORTHERN HEMISPHERE – North - home to all the members of G* and

America, Europe, most of Asia, partly to four of the five permanent members of
Africa, and South America UN Security Council.

 Summer – June 21 G8 – group of eight, leaders from

 Autumn – September 21
 Canada
 Winter – Dec. 22 – Mar. 20
 France
SOUTHERN HEMISPHERE – most of  Germany
South America and part of Africa, all of  Italy
Australia and Antarctica  Japan
 Russia
 Summer – Dec. 22 – Mar. 20
 UK
 Winter – June 21 – Sep.t 21
 USA
THE GLOBAL DIVIDES
MAJOR DIFFERENCES
 The Global North
 Global North
 The Global South
o Less population
THE NORTH-SOUTH DIVIDE – socio- o High wealth
economic and political categorization of o High standard of living
countries o High industrial development
o Industry
- ignores geographic position
 Global South
- North: all first world countries and o Large population
most second world countries o Low wealth
o Low standard of living
- South: third world countries
o Low industrial development
GLOBAL SOUTH – regions of Latin o Agriculture
America, Asia, Africa, and Oceania.  North
o Political – external threat
-including Middle East
o Economy – manufacturing
o Social – determined by life in the
cities
 South
o Political – internal affair
o Economy – agriculture
o Social – determined by the upper
class

CLOSING THE GAP – millennial

development goals

 Education
 Health care
 Promoting gender equality
 Ensuring environmental sustainability