In my last post, I proposed a global definition of
‘global citizen’ be taught around the world and referenced the set of
characteristics created by the academic Cogan, that is accepted by many around
the world. After doing some research and reading articles about global
citizenship, the article written by Julie Andrzejewski & John
Alessio titled 'Education for Global Citizenship and Social
Respsonsibility" really challenged my beliefs that global citizenship
could easily be included in educational curricula. The article highlighted the
lack of social responsibility, the lack of knowledge and the deferral of
controversial topics related to global citizenship1. This led me to
re-evaluate my initial proposal of coming up with a global definition to define
global citizenship.
Bringing up the list of characteristics that Cogan
has created to define a global citizen from last week, I would like to discuss
some of the implications and offer a differing perspective.
Academic Cogan defines a global citizen as2:
2
The ability to work with others
in a cooperative way and take responsibility for one's roles and duties;
3
The ability to understand, accept
and tolerate culture differences;
4
The capacity to thinking a
critical and systematic way;
5
The willingness to resolve
conflict in a nonviolent manner;
6
The willingness to change one's
style and consumption habits to protect the environment;
7
The ability to be sensitive
toward and defend human rights;
8
The Willingness and ability to
participate in politics at local, national and international levels.
This list implies that we cannot all be global
citizens, as the very notion itself exists due to the global conflicts and
describes the people who come together and try to overcome them. Other reasons
include people, particularly from the poorer communities, where concern for
their own independent welfare greatly exceeds the need to address global
issues. I think that it’s fair enough, how can an individual look after the
world when they are struggling to look after themselves? For example, some
communities in Africa who have limited access to clean water would not be
concerned about the polar ice caps in the Antarctic melting compared to more
privileged individuals. This list also implies that an individual can not be a
global citizen without meeting the criterion and limits the capabilities of individuals
who seek to become global citizens. For example, I think that travelling and
the exchange of culture and not just tolerating it is an important
characteristic of a global citizen. However, that is not listed and an
individual may miss an important opportunity to experience other culture if
they sought to be a global citizen and were limited to this list.
Another viewpoint I would like to offer is that we
are all global citizens. I think that deep down in us as human beings, we
recognise and understand that each individual have moral rights that is
governed by their own institution. I think that this acknowledgement is
an important initial step especially with the rise of globalisation and the
break down of barriers between nations, the issues that once affected a
community, can potentially affect the globe. In this sense, individuals have a
responsibility to avoid, treat and combat global issues as citizens of the
world. In order to not limit the potential of an individual in the process of
becoming a global citizen and be characterised by a list, perhaps we should
think that we are all global citizens that it is our shared responsibility to
over come any global issues.
1. Cogan,J. & Kubow P.(1997). Multidimensional citizenship: Educational policy for the 21st century. Tokyo: Sasakawa Peace Foundation.
2.Andrzejewski , Julie Andrzejewski
et al, 1999. Education for Global Citizenship and Social Responsibility
. Progressive Perspectives, [Online]. 1/2, 1-4. Available at: http://www.uvm.edu/~dewey/monographs/glomono.html#1.%20From%20the [Accessed 11 January 2015].
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