Education for Global Citizenship

The past century has brought about previously unimaginable change. A "continuously accelerating knowledge revolution" (O'Neil, 2005) has significantly decreased the time periods between major technological advances. In a single lifetime, humans have witnessed the first flight, manned space travel, television, cellular phones, and the development of the Internet.

While many global regions thrive amid advances, the world's economic wealth remains disproportionately distributed among industrialized countries in the northern hemisphere. By comparison, 1.2 billion people in the third world live on less than one U.S. dollar per day (O'Neil, 2005). While East Asia and Latin America have made significant economic advances in the last three decades, the rate of African poverty increased by 50 percent in the period between 1970 and 1998 (Sala-i-Martin, 2002).

The challenges outlined above highlight the need for humans to adapt to a perpetually shifting landscape. While technological efficiency continues to mount, disparity in human experience escalates. The need for Education for Global Citizenship has never been greater.

What Is Education for Global Citizenship?
Common goals of education aimed at global citizenry include: According to Tye and Tye (1992), such education engages students of all ages and in all subject matters in "the study of themselves as members of the human species, as inhabitants of planet earth, and as participants in the global social order" (p. xvii).

What Are the Benefits of Education for Global Citizenship?
Macinnon's (1992) study of global educational initiatives worldwide demonstrates an increase in global intelligences. With less emphasis on developing persons with highly specialized intelligences, and more focus on the development of intelligences suitable to address both one's own well-being and the well-being of others, the transition from "learning to be" to "learning to care" is being realized (p. 10). Research by Tye and Tye (1992) demonstrated a significant difference in students' understanding of global issues and attitudes towards others when a global perspective was infused throughout curriculum.

Encouraging social action as part of the educational process shows a multiplicity of positive outcomes for participating students. Literature on the power of service learning illustrates that when students are presented with and co-create opportunities to effect change as part of their educational sequence, competencies required for global citizenry emerge (Billig, 2000; Furco, 2001; Scales, Blyth, Berkas, & Kielsmeir, 2000).

Melchior (1999) found supplementary benefits to service. In addition to gains in academic achievement, children who served displayed more acceptance of cultural diversity, became aware of community needs, and developed an ethic of volunteer service. Similarly, Scales et al. (2000) found an increase in helping behaviors, empathy, and concern for others' welfare. Furco (2001) found that child participation in service led to an increase in positive attitudes toward the future. Youniss, McClellan, and Yates (1997) found that through active participation in service, children were more likely to develop a sophisticated understanding of societal trends, reflect on politics, and feel empowered to make a difference in their world.

Resources to support your efforts toward inspiring global competencies in children are highlighted below. Consider how providing these opportunities can equip children with the skills, knowledge, and dispositions to succeed in our increasingly complex and interconnected world landscape.

Hoose, P. (1993). It's our world too! Young people who are making a difference: How they do it-how you can, too! Boston: Joy Street Books.

Lewis, B. A. (1995). The kid's guide to service projects: Over 500 service ideas for young people who want to make a difference. Minneapolis, MN: Free Spirit Publishing.

Lewis, B. A. (1998). The kid's guide to social action. Minneapolis, MN: Free Spirit Publishing.

Roberts, P. (2002). Kids taking action: Community service learning projects, K-8. Greenfield, MA: Northeast Foundation for Children.

References

Billig, S. H. (2000). Research on school-based service-learning: The evidence builds. Phi Delta Kappan, 81(9), 658-664.

Furco, A. (2001). Is service-learning really better than community service? A study of high school service program outcomes. In A. Furco & S. H. Billig (Eds.), Service learning: Essence of the pedagogy, Volume 1 of the Advances in Service-Learning Research series. Greenwich, CT: Information Age Publishers.

Hanvey, R. (1982). An attainable global perspective. Theory Into Practice, 21(3), 162-67.

Kolker, J. M., Ustinova, H. S., & McEneaney, J. E. (1998, April). School/university partnerships for global education: Toward a model for educational reform. Paper presented at American Educational Research Association. San Diego, CA.

Lynch, J. (1989). Multicultural education in a global society. London, New York: Falmer Press.

Macinnon, A. R. (1992, September). The effects of cultural interventions on educational competencies: Intelligence rediscovered. Paper presented at the UNESCO International Conference on Education. Geneva, Switzerland. ERIC Document #ED366544

Melchior, A. (1999). Summary report: National evaluation of Learn and Serve America. Waltham, MA: Center for Human Resources, Brandeis University.

O'Neil, D. (2005). Culture change: An introduction to the processes and consequences of culture change. Retrieved September 7, 2005, from http://anthro.palomar.edu/change/default.htm

Pike, G. (1998). Global education: Reflections from the field. Green Teacher, 54, 6-10.

Sala-i-Martin, X. (2002). The disturbing "rise" of global income inequality. NBER Working Papers 8904. Cambridge, MA: National Bureau of Economic Research.

Scales, P., Blyth, D., Berkas, T., & Kielsmeier, J. (2000). The effects of service learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20(3), 331-358.

Tarrow, N. (1992). Human rights education: Alternative conceptions. In J. Lynch (Ed.), Human rights education and global responsibilities. London, Washington, DC: The Falmer Press.

Tye, B. B., & Tye, K. A. (1992). Global education: A study of school change. Albany, NY: State University of New York Press.

Wheatley, M., & Kellner-Roger, M. (1996). A simpler way. San Francisco: Berret-Koehler.

Youniss, J., McLellan, I. A., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientist, 40, 620-631.

--Eva Zygmunt and Lynn Staley, Public Affairs Committee