The Challenge of Global Citizenship - Report Example

University: The Challenge of Global Citizenship. Name: Date: The Challenge of Global Citizenship. In the very fundamental definition, citizenship encompasses all individuals who form an active part of the day to day society. Similarly, citizens refers to the members who form the nations or states. Citizenship, on the other hand, is a process, and largely involves being a member of a society and striving to make the social structure work through contributing positively to the general success of that social framework (Schattle, 2008, p.59). The subject of citizenship education is paramount as it involves, not only, exposing societies to gain a crucial understanding that we all share a common goal, that of striving to utilize resources within reach, and also enlightening and sharing values that we all believe to be the pillars that guide behavior within a society (Schattle, 2008, p. 134). Over the years, the subject of global citizenship has spurred tremendous thoughts among governments and especially what really should define global citizenship amid rapid migrations and a societies that have become more and more diverse with each passing day. Principally, it is a fact that human beings share fundamental principles that define human morals and conduct. Besides these global ethics, there are norms and values that instill untold boundaries that in turn act as guidelines on moral conduct. Therefore, even with these confounding intrinsic differences among different cultures and regional backgrounds, societies the world over share these fundamental characteristics that undeniably define global citizenship (Peters & Blee, 2008, p.66). It is from this basis that globalization can be easily be demystified in light of the human need to feel a sense of belonging as well as grant each human being the opportunity to be involved in decision making process where important issues that deal with conflict resolution and challenges affecting the future of humanity are deliberated. (Algarra, 2010, p.126). It is beyond reasonable doubt that citizenship does provide people the world over with an inherent sense of belonging. Human beings develop a sense of loyalty to the place that they are born in and the surroundings. This sense of national identity comes much as a matter of affiliation and also due to the many shared beliefs, values, and customs that an individual shares with the members of that particular background. Regardless of the citizenship to which one takes, there has always been observed a close link between individuals and their cultures, history, music, and in general the way of life of the people surrounding every individual (Schattle, 2008, p.57). As many sociologists have noted, the sense of belonging that individuals place towards their nationality tends to get stronger when the nation or country experiences a particularly trying moment. This can be a war, economic or even cultural setbacks. Moreover, an eminent external threat similarly binds a people more closely to each other. People usually tend to relate more with the events happening within the confines of their country’s boundaries and invariably will wish to act in a manner that makes their lives better (Mullens & Cupper, 2012, p.43). This is aggravated by the fact that people understand that being citizens in that particular country or state, their descendants are bound to grow up in the same places and they therefore make a conscious and concerted effort to make life better for the coming generations. Another critical factor that comes to play when scrutinizing the motivation behind the feeling of belonging when individuals are citizens is the sense of responsibility and self-description. There is a need for citizens to act in a responsible manner, mindful of the history and the shared goals, beliefs and values that the country or state has held over the years. These components constitute a vital part of chipping in towards the collective efforts among all citizens. Moreover, there are issues that recurrently bind citizens to their country or states and consequently bring a sense of belonging among these citizens. Key among these are national events, cultural events and important national festivities that bind nationals of a country or state together (Watson, 2009, p.39). Every citizen derives greatly a particular sense of belonging from these events and ultimately brings out a more coherent citizen who feels strongly attached to the state that he or she is in. In addition to this, there is also the role that the education systems plays in creating a sense of belonging among citizens. This comes into play whereby citizens particularly learn interesting and thought provoking lessons about the history of their mother countries and states and this in turns develops an underlying feeling of belonging. In this regard, citizens give the matters affecting their country higher priority and also develop a deeper understanding of the developmental needs of the country (Mullens & Cupper, 2012, p.24). This has the positive effect of inculcating a greater patriotism amongst citizens and ultimately leads to better citizenship. Interestingly, the definition of citizenship today has changed drastically with what was perceived to be citizenship in the earlier years of the previous century. Key among these changes has been in the way the education system has evolved over the years. The curriculum has intentionally and purposely widened the scope of the content covered at the school level whereby global matters are given an equal measure of emphasis as the matters affecting the citizens at the local level. With this kind of mindset, it has become evident that individuals not only perceive themselves to be citizens of their own countries but also citizens of the wider global arena (Schattle, 2008, p.81). As these students advance academically they therefore do not confine their interests and concerns on only the issues that affect their countries but also feel bound to understand and take action about issues that are happening in other nations that equally need their attention. Moreover, there has been a paradigm shift on issues of ethics and values and the general aspect of moral responsibility. With the high influx of citizens from cross cultural backgrounds where each individual has a deep grained belief and way of doing things, the issue of appreciating diversity has become paramount in a great deal of countries (Abdi & Shultz, 2008, p.102). This is a core value of citizenship and nations have tried tremendously in creating an atmosphere where citizens from different nationalities can come into foreign lands and enjoy this open mindedness in ideologies, interests, and approaches to addressing issues (Watson, 2009, p.68). Another factor that has equally contributed towards redefining global citizenship is the provision put forward by states when they made it possible for individuals to enjoy citizenship of more than one country simultaneously. Though this is done with the necessary checks and balances in place, where governments give conditions for dual citizenship, this arrangement has proved to be really useful in incorporating the whole idea of global citizenship in many countries (Algarra, 2010, p.93). Further, teaching of foreign languages has been instrumental in promoting the culture of global citizenship. International bodies such as United Nations have been pivotal in creating a universal body whereby leaders can convene and deliberate on critical issues that affect different nations all over the world. This has also been largely due to the well cultivated sense of global citizenship where members from different nationalities come together to combat international pandemics and reason out together on paramount issues that affect the world (Abdi & Shultz, 2008, p.78). Further, this has been enhanced by the use of common languages with English being the most recognized language. Undeniably, language has, therefore, played a crucial role in enhancing this sense of global citizenship among diverse cross cultural groups. Similarly, the high influx of migrants from foreign countries coming to look for employment opportunities in foreign lands has equally contributed in promoting global citizenship. As these migrants move in to foreign lands, they incorporate their cultures and ways of life in the new lands and as time goes by, this brings a deeper bond and merging of cultures. The same happens as a result of tourism which also play a pivotal role in promoting global citizenship the world over. However, even with an appreciation of the great strides that countries have taken to ensure that global citizenship is compact and well running, there are still sharp contrasts in the approach to global citizenship (Schattle, 2008, p. 89). Ideally, the term global citizenship has similar characteristics to the word citizen with the varying exception that a global citizen invariably places a much higher priority to the needs and interaction with the issues that affect the global community as a whole ahead of the issues that affect the nation or the community from which the individual comes from. With this in mind, it becomes clear that a global citizen’s interests will transcend geographical and political boundaries and will hence put greater emphasis on the contribution that these individuals make on the global community. It is interesting also to note that even as global citizenship becomes a fascinating phenomenal, the issues affecting the world as a whole are equally getting localized (Peters & Blee, 2008, p.72). This is to mean that global citizens have to develop the willpower to engage in contributing in no matter how small a way even at the local level as this has a direct impact on what is going to happen tomorrow at the global arena. Similarly, as global citizens contribute towards global issues, they should have an equal understanding that the policies and solutions that they feel are amicable at the global level should be equally amicable, productive, and positive even down at the local levels. The role that human rights movements have played cannot be understated with regards to promoting global citizenships. Undeniably, these movements, in the different capacities that they serve especially as International Non-Governmental Organizations, have been instrumental in influencing major world decisions and opinions regarding pivotal issues such as politics, important questions on morality as well as critical issues on environmental sustenance and conservation. Equally important has been the role played by International Governmental Organizations in promoting peace and harmony in the world governments (Schattle, 2008, p.127). These bodies have also put a framework of ensuring that countries are given equal opportunities in development and growth. Even with these strong and highly active International Organizations all pledging to promote world peace and harmony, there has been to some extent a certain level of exclusion that has been seen. This has been particularly to those individuals who are in the diaspora or those who by definition may be termed as stateless. Individuals pushed by religious, political or ethnic crashes have in most cases found themselves without any documentations to authenticate nationality and this has had the ripple effect of leaving these citizens neglected and they therefore end up seeking asylum in foreign countries (Chidester, 2012, p.106). These individuals are, therefore, forced to move to safe havens in other countries and as a result end up becoming global Diasporas. This has been the case particularly in countries such as Palestine and Armenia. The Aboriginal groups that are distinct in Australasia, USA, Canada, and some parts of South America came to be through the above circumstances and through the formation of United Nations High Commission for Refugees, (UNHCR), these groups have been able to acquire a platform where the rights of the non-native people are heard (Mullens & Cupper, 2012, p.118). REFERENCES. ABDI, A. A., & SHULTZ, L. 2008. Educating for human rights and global citizenship. Albany, State University of New York Press. ALGARRA, B. 2010. Activate!. 3, 3. Cheltenham, Nelson Thornes. CHIDESTER, D. 2012. Global citizenship, cultural citizenship and world religions in religion education. Cape Town, HSRC. MULLENS, J. B., & CUPER, P. H. 2012. Fostering global citizenship through faculty-led international programs. Charlotte, NC, Information Age Pub. SCHATTLE, H. 2008. The practices of global citizenship. Lanham, Rowman & Littlefield Pub. PETERS, M., BRITTON, A., & BLEE, H. 2008. Global citizenship education: philosophy, theory and pedagogy. Rotterdam, Sense Publishers. WATSON, S. 2009. Global citizenship. South Yarra, Vic, Macmillan Education Australia. Read More

People usually tend to relate more with the events happening within the confines of their country’s boundaries and invariably will wish to act in a manner that makes their lives better (Mullens & Cupper, 2012, p.43). This is aggravated by the fact that people understand that being citizens in that particular country or state, their descendants are bound to grow up in the same places and they therefore make a conscious and concerted effort to make life better for the coming generations. Another critical factor that comes to play when scrutinizing the motivation behind the feeling of belonging when individuals are citizens is the sense of responsibility and self-description.

There is a need for citizens to act in a responsible manner, mindful of the history and the shared goals, beliefs and values that the country or state has held over the years. These components constitute a vital part of chipping in towards the collective efforts among all citizens. Moreover, there are issues that recurrently bind citizens to their country or states and consequently bring a sense of belonging among these citizens. Key among these are national events, cultural events and important national festivities that bind nationals of a country or state together (Watson, 2009, p.39). Every citizen derives greatly a particular sense of belonging from these events and ultimately brings out a more coherent citizen who feels strongly attached to the state that he or she is in.

In addition to this, there is also the role that the education systems plays in creating a sense of belonging among citizens. This comes into play whereby citizens particularly learn interesting and thought provoking lessons about the history of their mother countries and states and this in turns develops an underlying feeling of belonging. In this regard, citizens give the matters affecting their country higher priority and also develop a deeper understanding of the developmental needs of the country (Mullens & Cupper, 2012, p.24). This has the positive effect of inculcating a greater patriotism amongst citizens and ultimately leads to better citizenship.

Interestingly, the definition of citizenship today has changed drastically with what was perceived to be citizenship in the earlier years of the previous century. Key among these changes has been in the way the education system has evolved over the years. The curriculum has intentionally and purposely widened the scope of the content covered at the school level whereby global matters are given an equal measure of emphasis as the matters affecting the citizens at the local level. With this kind of mindset, it has become evident that individuals not only perceive themselves to be citizens of their own countries but also citizens of the wider global arena (Schattle, 2008, p.81). As these students advance academically they therefore do not confine their interests and concerns on only the issues that affect their countries but also feel bound to understand and take action about issues that are happening in other nations that equally need their attention.

Moreover, there has been a paradigm shift on issues of ethics and values and the general aspect of moral responsibility. With the high influx of citizens from cross cultural backgrounds where each individual has a deep grained belief and way of doing things, the issue of appreciating diversity has become paramount in a great deal of countries (Abdi & Shultz, 2008, p.102). This is a core value of citizenship and nations have tried tremendously in creating an atmosphere where citizens from different nationalities can come into foreign lands and enjoy this open mindedness in ideologies, interests, and approaches to addressing issues (Watson, 2009, p.68). Another factor that has equally contributed towards redefining global citizenship is the provision put forward by states when they made it possible for individuals to enjoy citizenship of more than one country simultaneously.

Though this is done with the necessary checks and balances in place, where governments give conditions for dual citizenship, this arrangement has proved to be really useful in incorporating the whole idea of global citizenship in many countries (Algarra, 2010, p.93).

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