GLOBAL CITIZENSHIP: ABSTRACTION OR

FRAMEWORK FOR ACTION?

A Position Paper
Presented to the Faculty of the
Polytechnic University of the Philippines
Santa Rosa City, Laguna

In Partial Fulfillment of the Requirements in

Contemporary World

by

Amador, Patrcik Dennis

Asi, Patricia Lei P.
Escobedo, Patrick John
Floralde, Angelo
Nevalga, Alexander Neo M.
Uniforme, Den Christian

March 3, 2020
 I. Background of the Study

 What is Global Citizenship? 

It is a combination of the word “global” which means integration of the world into one, and
“citizen” on which Cambridge Dictionary defines as a person who was born in a particular country and
has certain rights or has been given certain rights because of having lived there. The concept
of global citizenship first emerged in the 4th Century BCE among the Greek Cynics, who coined the
term “cosmopolitan” – meaning citizens of the world. The Stoics later elaborated on the concept, and
contemporary philosophers and political theorists have further developed it in the concept
of cosmopolitanism, which proposes that all individuals belong to a single moral community (George,
2001). This type of citizenship is not only confined in a specific place but pertains to be a citizen of a
global transformation. In this idea, communities in the world amid the diversities, are required to
embrace, accept, and unite their views for a better living.  

The world is increasingly dependent on its citizens in terms of identifying each other
responsibilities and being able to lift one another in building a sustainable development holistically.
Being a global citizen in today’s time requires an awareness of the wider world and has a sense of
their role as a world citizen. It is a way of living that recognizes our world is an increasingly complex
web of connections and interdependencies. One in which our choices and actions may have
repercussions for people and communities locally, nationally or internationally (IDEAS, 2018). 

Global citizenship nowadays is infused in education due to the belief that this idea will be
adapted by students who want to address issues of social injustice, inequality, and environmental
degradation. In today’s generation, students are more conscious and willing to be a change unlike
before that some of them are afraid to speak out on what is happening in society. While there remains
to be no formal process to becoming a global citizen, holding citizenship status in the world is
something to have a right to, yet must aspire to become, through the everyday choices and actions
made that directly impact the world. The role of a global citizen also demands to be open to diverse
perspectives, and to actively participate in global debates to better the world for citizens live in
(Lustig, 2015).
 II. Discussions

Global citizenship is entirely different to national citizenship. National citizenship is the one that
people acquire since they were born to this world while global citizenship is a voluntary association
which explains that it is "ways of thinking and living within multiple cross-cutting communities—cities,
regions, states, nations, and international collectives…" (Schattle 2007).

A person can be considered to be global citizens through their different life experiences, so it is
basically having different interpretations on what is the real meaning of being a global citizen. Even a
student can become a global citizen through at school or home as long as they are engaged, or they
are aware on global issues or with different cultures. According to Madeleine Green, whatever an
individual's particular "take" on global citizenship may be, that person makes a choice in whether or
how to practice it. But, in order to practice it, a person must be aware or have a self-awareness to the
world around him/her. Self-awareness also enables the person to identify with the universalities of the
human experience, thus increasing their identification with fellow human beings and their sense of
responsibility towards them. So basically, self-awareness and aware to the world is one of the
advantages of it.

Global citizenship involves an awareness of the interdependence of individuals and systems and
a sense of responsibility that follows from it. Navigating "the treacherous waters of our epic
interdependence (Altinay, 2010) requires a set of guiding principles that will shape ethical and fair
responses. So, it also an advantage of global citizenship that cultivates principled decision making.

There are many different types of communities around the world, from the local to the global and
from religious to political groups. Global citizens can feel a connection to their communities and
translate that sense of connection into participation. Making personal choices in life such as voting,
volunteering, advocacy and political activism can be considered as participation. The issue might
include poverty, environment, human rights, health and other social problems. Therefore, participation
in the social and political life of one's community is also and advantage of being global citizen.

The benefits of encouraging people especially students to consider their responsibilities to their
communities and to the world around them, institutions, and society. As Altinay put it, "a university
education which does not provide effective tools and forums for students to think through their
responsibilities and rights as one of the several billions on planet Earth, and along the way develop
their moral compass, would be a failure." Strengthening institutional commitment to serving society
enriches the institution, affirms its relevance and contributions to society, and benefits communities
and the lives of their members.

The concept of global citizenship creates conceptual and practical connections rather than
division. The similarities between what happens at home and on the places or country become
visible. The characteristics that human beings share is balanced against the differences that are so
noticeable. So basically, global citizenship provides a concept that can create bridges between the
work of internationalization and multicultural education. Although these efforts have different histories
and trajectories, they also share important goals of cultural empathy and intercultural competence
(Olson et al. 2007).

As the era of globalization takes place, the world becomes closer as it promotes higher demand of
global interactions. We meet people from different places with unique skills, talents, and personal
advocacies. Hence, as we step in the higher ladder of education, several reasons as to why GCE
should be integrated into the curriculum becomes evident as it follows:

1. Embodying Global Competence

It is essential to develop one’s competency to cope up with the trend especially if you plan to
venture into a multicultural firm in the future. The educational experience helps young people to
improve their core competencies in dealing with the social issues. Many students go abroad to study
and develop their competency in all areas as it is one of the main advantages when you work in
business, politics, education and peace processes. Applying GCE into the curriculum will not only
benefit the institution on a larger scale, but it would also inculcate global competence to the students.
Aside from this, it also gives an opportunity to develop the curriculum content, learning environment,
teaching and assessment practices that are evolving in the institution.

2. Empowering the 21st-century Educators and Institutions

Integrating the GCE is a single step avenue to further upgrade the educational system. The
ever-changing needs of the students create an impact to the educators dramatically. The more we
move to the advancement of education, the more efforts the teachers must drive in the workplace.
Educators are the agents of social change. Thus, incorporating the global competence to the
education system means to better prepare the lesson plans and curriculum. Through this, students
will be prepared to the vast changing and increasingly interconnected world.
3. Connect and build Network of People

One way to earn respect and mutual understanding is through a healthy discourse. Learners
are encouraged to engage and proactively promote peace and establish relationships in resolving
interconnected challenges of the 21st century. Government and its agencies have its key role to
mobilize and fund, whilst Non-Government Organizations especially the youth supports in bringing
issues concerning the civil society. Relationship-building amongst these stakeholders through GCE
has an impact on the performance of the system due to their respective roles and expertise.

4. Coping up in the Technological and Educational Innovation

Innovation has come to this age where people are connected virtually. Integrating innovative
education is one way to eradicate poverty existing in the third world echelon. Learners must step up
and be empowered in both cultural and socioeconomic atmosphere. Global Citizenship Education
drives for a quality teacher towards a quality learning for innovation targeting the mediocre and
especially peoples in less access. Furthermore, progress in education accelerates through systematic
technological innovation.

5. Understand and Resolve Global issues

Developing the global dimension is necessary for the millennial age. We live in an
interconnected web where we know the issues and happenings in our places both local and national
or even in the international arena. Global Citizenship Education is a civic learning composing the
learner’s advocacy and active participation addressing contemporary issues in the aspect of
economic, social, political and natural. Students will look in a wider perspective, think deeper about
social injustices and oppression and combat extremism through constructive discourses.

Why is Global Citizenship education needed?

With the interconnected and interdependent nature of our world, the global is not ‘out there’; it is part
of our everyday lives, as we are linked to others on every continent:
socially and culturally through the media and telecommunications, and through travel and migration

economically through trade environmentally through sharing one planet politically through
international relations and systems of regulation.

The opportunities our fast-changing ‘globalized’ world offers young people are enormous. But
so too are the challenges. Young people are entitled to an education that equips them with the
knowledge, skills and values they need in order to embrace the opportunities and challenges they
encounter, and to create the kind of world that they want to live in. An education that supports their
development as Global Citizens.

The active, participatory methods of Education for Global Citizenship and Sustainable
Development help young people to learn how decisions made by people in other parts of the world
affect our lives, just as our decisions affect the lives of others. Education for Global Citizenship and
Sustainable Development also promotes pupil participation in the learning process and in decision-
making for the following reasons:

Everything done in school sends out messages, so we need to exemplify the values we wish to
promote. If we wish to affirm beliefs about the equality of all human beings and the importance of
treating everyone fairly and with respect, we need to ensure that learning processes, and
relationships between pupils and teachers, reflect and reinforce these values. Research shows that in
more democratic schools’ pupils feel more in control of their learning, and the quality of teaching,
learning and behavior is better. The UN Convention on the Rights of the Child affirms the right of
children to have their opinions taken into account on matters that affect them.

What does it look like in the classroom?

Education for Global Citizenship deals with issues of global interdependence, diversity of
identities and cultures, sustainable development, peace & conflict and inequities of power, resources
& respect.

These issues are addressed in the classroom through a wide and evolving variety of
participatory teaching and learning methodologies, including structured discussion and debate, role-
play, ranking exercises, and communities of enquiry. Such active methods are now established as
good practice in education and are not unique to global citizenship. Curriculum for Excellence has at
its core a commitment to improved student participation in order to develop the four capacities:
successful learners, confident individuals, responsible citizens and effective contributors.

It is crucial to be aware that, far from promoting one set of answers or values or attitudes,
education for global citizenship encourages children and young people to explore, develop and
express their own values and opinions. (Always requiring too that they listen to and respect other
people's points of view.) This is an important step towards children and young people making
informed choices as to how they exercise their own rights and their responsibilities to others.

It is also vital that teachers at all levels do not approach education for global citizenship with the
feeling that they must have all the answers – impossible anyway in such a fast-changing world. The
role of the teacher is to enable pupils to find out about their world for themselves and to support them
as they learn to assess evidence, negotiate and work with others, solve problems and make informed
decisions.

What are the benefits of global citizenship? Global citizenship is inspirational and empowering. It
shows young people that they have a say in the future of our world. It can also help students: Learn
more about other cultures. Develop a broader understanding of events shaping the world. Form well-
rounded opinions based on a wide breadth of knowledge. Understand that they have the power to act
on those opinions, and to influence others. Become active in communities on local, national and
international levels. These qualities all combine to build well-informed, curious and open minds. They
help us understand the challenges faced across our planet and inspire us to be part of their solution.
How can global citizenship be part of a global school program? Viewing life through a global lens
helps to nurture global citizens. Teachers play an active role in developing students who will make the
world a better place, by encouraging students to view actions, words, and practices through that lens.
Participating in global citizenship framework brings together the resources and instructional practices
needed to nurture tomorrow’s global citizens. The framework is simple but powerful. It shows that
there is a deeper level of understanding beyond the dual thinking of good and bad, rich and poor, us
and them. Our framework encourages teachers to treat global issues as areas of nuance, to be
viewed with empathy and curiosity. An open mind can grasp that issues are rarely black and white:
our framework is the structure by which you can help your students reach that stage. The qualities
and benefits of global citizenship touch every aspect of life in the classroom. It makes students
curious about the wider world. It encourages them to treat differences – whether of opinion,
background or beliefs – with respect. It drives them to understand and empathize. It shows students
the wonder of our world, and that they have the power to bring about positive change in their future.
 III. Findings

The topic of global citizenship is majority in the field of education in the 21st century, as well as in
our lives as Filipinos. As globalization continues at such a fast rate, the world is becoming more
interconnected. It is important to think about the role each citizen will have in this new dynamic
community. There are many definitions as to what it means to be a global citizen, as this term can be
interpreted literally, figuratively, or anywhere in between. A global citizen is a person who not only
feels a sense of civic responsibility to his or her local community, but also to the greater human race
(Green). A community is not defined by borders and labels, but rather by the commonalities that all
humans share. This particular way of thinking will develop differently for every global citizen, as it can
develop through learning about global issues or a foreign language, traveling to other countries, or
educating oneself on the effects that personal decisions can have on the world (Green).

The primary goal of building up this cultural awareness is to develop a sense of cultural empathy.
The more we learn about other cultures, the more obvious it is that we are all human beings and
deserve to be treated as such.

The second reason it is imperative to become a global citizen is because we all live on the same
planet; our actions not only affect small communities, but also the world at large. Although imagined
borders may separate nations ideologically, there are no borders to protect the planet from harmful
products, practices, or pollution from distant countries. All of the world’s nations share the same
ecosystem and space, so pollution and toxic waste from one country will inevitably travel around the
ecosystem and damage the environment for everyone.

Finally, you must prepare yourself to thrive in this inevitable and fast developing network of
interconnected nations. The global community is growing daily. Don’t miss out on your opportunity to
make a difference.

Based on the discussion, the Global Citizenship is therefore a framework for action, since we that
there are many data's that proved the advantages of the global citizenship. And the implementation is
going on in our country as well. As K-12 have been implemented in our country, we have been
prepared to be globally competitive in our world. We could participate in other country with many
white-collar jobs.
 IV. Recommendations

This position paper regarding the Global Citizenship suggests the following:

1. It is highly recommended that the concept of the global citizenship can be an elective in the
college. As students graduate or finish studying, they open up to a new world, that is why being
globally competitive and a global citizen is required.

2. For the educators, the approach for the student and the nurture for the student must be globally,
that the concepts in the real life must be applied more often.

3. For the students, accept the concept that world is constantly changing, and the role of a global
citizen must be implemented in the life as a student, that the threat in every situation is in the mindset
of being a global citizen.

4. For the nation, the world is now interconnected, and the sudden change can have an impact. The
globalization is a trend in the contemporary world, the country must prepare every citizen and adopt
the trend of the globalization.
V. References

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