Name: CHRISLYN C.

REJAS
Subject: ELECMEM 211 – GLOBAL CITIZENSHIP EDUCATION
Date: June 5, 2021
FINAL EXAM

1. Enumerate at least 5 words that link to GCED. Discuss each.

1. EMPOWERING – Wherein it empowers learners of all ages to assume active

roles, both locally and globally, in building more peaceful, tolerant, inclusive,
and secure societies. It ensures that all learners are provided with the knowledge
and skills to promote sustainable development, including, among others, through
education for sustainable development and sustainable lifestyles, human rights,
gender equality, promotion of a culture of peace and non-violence, global
citizenship and appreciation of cultural diversity and of culture’s contribution to
sustainable development”.

2. INTERCONNECTEDNESS- Connection across cultures is a crucial

component in fostering empathy on a global scale. As such, broadening one’s
horizons and stepping out of your own experience is essential to develop
empathy for others.

3. CIVIC LEARNING - aims to impart the knowledge, skills, values, and

attitudes necessary to help promoting tolerance, equity and peace in the world.
This feeling of global citizenship emphasizes political, economic, social,
cultural interdependence, as well as the interconnection between the local, the
national and the global.

4. SYMPATHY - recognize, respect, and appreciate differences and multiple

identities, to live in harmony with others. pay attention to others, especially the
most vulnerable, and demonstrate empathy and compassion.

5. CULTURAL DIVERSITY - The world is made of different individuals with

varying beliefs, norms, and cultural values. Thus, to be a global citizen one must
appreciate the cultural diversity and learn to respect the culture of others.

6. “UMBRELLA CONCEPTS” – has the potential to provide a line of

communication that brings together various efforts to improve global situations.

2. What are the activities to promote global citizenship awareness?

 Storytelling is effective in helping children to develop a sense of sympathy

and understanding.
 because they are encouraged to put themselves in the position of the
characters in the story and able to relate it in their daily lives considering the
actions and reactions and why they behave in that way. Through stories, it
widens and awakens children's imagination and can learn more about life, the
world, and themselves. Aside from having a opportunity to connect with
others, reading to a child can developed or enhances their willingness to
express themselves and communicate their thoughts and feelings with others.
Ask them to talk to you about the plot and characters in the story or give them
a chance to retell the stories; to suggest how each of the characters might
move the story forward and to tell you why they think the character has
behaved in a particular way.

 Empower your students as leaders and teachers.

Rather than simply trying to teach about multiple cultures, give your
students the opportunity to teach other about their own cultures and
perspectives. They know the stories. They know songs. They can teach the
alphabet of their language to the class.

 Teach culture through music.

Music and dance are great ways to engage students in other cultures.
Every week, we have “song time,” when we play music from other cultures
and areas of the world. When our students are global citizens, they are more
empathetic, worldly, and understanding. But it’s also important that we
ourselves think as global citizens. With this way of thinking, we can create a
better world for their future.

3. How to engage the student voice in promoting GCED in the new panorama of
education?

 Global connections and experiences for teenagers

Teenagers are old enough to begin acting. Helping them to see how
issues they care about are globally connected and encourage them to
get involved. If they are more interested in pop culture than social
consciousness, use that. For instance, K-pop (Korean pop) can be a
starting point for important discussions about consumerism, image
consciousness and even suicide. Or talk about representation and
stereotyping in video games.
 Encouraging global citizenship in little kids

Normalize diversity by maximizing learners’ exposure to differences.

Help them meet people, try new and unusual foods, and play with toys
from different cultures. “Be a little more intentional in choosing topics
for reading. And encouraged your learners to respect other individual
differences or by always promoting empathy.
  Modeling citizenship

Parents as well as teachers need to model global citizenship. “Be aware

of how you respond to difference and be aware of your own implicit
biases. We all make mistakes: When you model wrong behavior, also
model how to apologize. Don’t underestimate the power of an
apology,”

4. What do you think are the possible issues and challenges in teaching GCED to the
students in the new normal of education? What possible solution/s to the problem?

 Perhaps the most challenging facet of teaching 21st century skills and attitudes
are ensuring that teachers and leaders in the school are fully skilled themselves
in what this “curriculum” entails. Global citizenship is a relatively new
concept, one that emphasizes a set of skills which may be unfamiliar. Many of
today’s educators have NOT been taught these skills and are not practicing
them as adults. Critics who claim that a big part of the failure of our education
system is the lack of mature thinking and understanding on the part of
educators are very likely all too right here. In addressing how to teach global
citizenship, the notion of a community of learners, where students and
teachers alike are learners, will be most appropriate. The clear implication is
that we need to teach our teachers and leaders these skills and understandings
as well, by giving them higher priority in our staff development schemes by
conducting or sending our teachers somewhere or let them participate in some
trainings or workshop to become more effective and competent in teaching the
skills to become globally competitive.

 Teaching skills and attitudes such as “systems thinking” and multiple

perspectives also requires a broader set of learning strategies than we see in
many schools. This curricular outcome is challenging our international
education community to approach teaching more strategically. Some examples
of this are problem-based learning, task-based learning, service learning, and
the use of simulation. That’s why our educators must equipped with a right
skill necessary to address the needs of our 21st century learners.

5. What is global citizenship education? (Make your own definition)

 Gives students the knowledge and skills they need to answer the big questions
of the day, and to help forge more tolerant, peaceful, and inclusive societies.

 The world is getting closer than ever but in the world problems like conflicts,
poverty, equality and environmental destruction are becoming more serious
and this is not the world we want, of course we want the world that is more
peaceful, just and sustainable society through global citizen education we can
be able to achieve this kind of place to live in. we need to foster global
citizenship to create the world that we want being global citizen is someone
who know how to respect the values of justice, equality and diversity and take
action to bring this changes. Global citizenship education is not just for one
person, it is for you, me and all of us and it an education for everyone’s more
just, and peaceful future.