Nevertheless, there has been some correspondence in terms of the things global education entails and its expected role in the society. For example, comparing the works of Hicks, Pikes and Selby in relation to global education may give some insight on the aspects involved in global education.
Global education can be considered to be more focused on bringing change to the society by improving levels of coexistence among people. However, its focus is not limited to a small geographical area but rather focuses on facilitating this change on global scales. In order to promote unity and peaceful coexistence, it important to create awareness on the importance of social justice, human rights and acceptance of cultural diversity. This focus of global education can be attributed to the need for creation of a better future society. With the peaceful coexistence it is possible to unite the people from diversified cultures and regions in a cooperative way. This is to say that global education changes the general view of people in looking at different global issues and creates an open mind enabling its partakers to think from a more global platform. According to Pike global education impacts change on students enabling them to take charge of their future (2000, p.221; Selby). This is to say that global education fulfils the aspect of changing people’s point of view and encourages them to take up responsibilities. However, the change is not only at a personal level but also from a less individualistic point. This then creates the ability of global education to improve the society.
By charging partakers of global education to take responsibility of social and personal issues, people can be able to challenge different issues in the world especially those causing crisis. These issues may include policies and values in the society with inclusions of ...
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