global citizenship in contemporary world essay

Importance of Being a Global Citizen Essay

Introduction, the distinction between globalism and globalization, being a global citizen in the world of advanced technologies, disagreement between theorists about the definition of global citizenship, choosing and explaining two of the six outcomes of global citizenship, describing at least two personal examples, identifying and explaining two specific general education courses.

The relevance of being a global citizen is that through international encounters, people develop a considerable awareness of the problems faced by various parts of the world. In this case, being such a person encourages young individuals to focus more deeply on the effects of their activities and decisions on other areas of the world. Although becoming such a citizen is critical in contemporary society, there is a need to differentiate between globalism and globalization.

Globalization refers to the spread of jobs, information, products, and technology across nations in the world. On the other hand, globalism refers to an ideology regarding the belief that goods, knowledge, and people should cross international borders without restrictions (Reysen & Katzarska-Miller, 2013). Globalization means civilization, where people migrate to any part of the world despite the risks involved. Globalism is an ideology committed to favoring globalization and placing the interests of the world above the interests of individual countries.

Global citizenship is a crucial step that people should take because it has its advantages. In the world of advanced technology, being a global citizen is helpful because it assists in succeeding in meeting individual, professional, and academic goals and objectives. Modern technology helps people to keep in touch or communicate with business partners, family, and friends through text messages and emails (Ahmad, 2013). Through globalization, people can share information from any part of the world. In contemporary society, advanced technology has become the key to communication, enabling people to meet their professional, academic, and individual goals.

Various theorists disagree about the definition of global citizenship because they have divergent meanings. For this reason, some define the concept in their own words, while others believe that it is a concept that has to be taught to people (Reysen & Katzarska-Miller, 2013). In addition, other individuals believe that global citizenship needs people to be isolated from their customs and cultures. Some theorists feel that when a person becomes a global citizen, they will not be considered fully part of one country. Therefore, such people will have challenges living within the social spheres of such an area. After reading the article by Katzarska-Miller and Reysen, I defined global citizenship as becoming exposed and interconnected to international cultures that give people opportunities to develop their identities.

The two of the six outcomes that I choose include social justice and valuing diversity, and they are the most relevant in becoming a global citizen concerning others. When a person embraces such citizenship, one understands that silencing people is not the solution in the community and that they have to be allowed to serve (Arditi, 2004). Therefore, social justice ensures that oppressing others is not the solution and that giving individuals a chance is the best thing. Social justice ensures that human beings do not miss out on growth and development opportunities because of a lack of diversity. Valuing diversity helps one to become such an individual as it assists a person in recognizing the fact that the world has different people. Therefore, global citizenship can relate to individuals from other parts of the globe. Such an interaction could be on academic or business grounds as the world becomes increasingly interconnected.

In my life, I have had to relate with individuals from all corners of the world. Therefore, I view myself as a global citizen because I value and embrace diversity in all my undertakings. For example, my school embraces diversity and inclusion, where students are admitted from different parts of the world. In this case, my school environment has become one of the most significant contributors to my value for diversity over the years (De Soto, 2015). In school, I interact with other students from Europe, Asia, Africa, Australia, Canada, and other parts of America other than the United States. I have understood the challenges of interacting with foreigners, such as differentiated business cultures and language barriers. In school and my immediate environment, I have come to appreciate treating other people as the law requires. Therefore, I have come to respect everyone and do not like seeing people being oppressed.

The two general education courses that contributed the most to being a global citizen include Introduction to Literature and Introduction to social responsibility and Ethics. The concept of global citizenship has shaped my identity, and being such a citizen has made me a better person in the community (Arditi, 2004). The literature course has strengthened my ability to learn other people’s cultures, customs, and traditions, which has enabled me to appreciate diversity more. Social responsibility and ethics as a course have helped me to strengthen my ability to determine what is right before taking any action.

In conclusion, global citizenship is a concept that has relevance in contemporary society. In addition, being a citizen enables one to comprehend other relevant concepts, such as globalization and globalism. Being a student allows one to appreciate diversity and inclusivity, pertinent elements of globalization or being a global citizen. For example, studying some courses such as ethics and literature helps one understand and appreciate others.

Ahmad, A. (2013). A global ethics for a globalized world (Links to an external site.). Policy Perspectives, 10(1), 63-77. Web.

Arditi, B. (2004). From globalism to globalization: The Politics of Resistance . New Political Science , 26 (1), 5–22. Web.

De Soto, H. (2015) . Globalization at the Crossroads. [Video]. You Tube. Web.

Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology , 48 (5), 858–870.

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Global Citizenship – What Are We Talking About and Why Does It Matter?

By  Kris Olds

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Editor's note: This guest entry was written by Madeleine F. Green , a Senior Fellow at NAFSA and the International Association of Universities . It was originally published in NAFSA's newish Trends & Insights series of short online article that are "designed to highlight social, economic, political and higher education system trends affecting international higher education." Our thanks to Madeleine and NAFSA for permission to post her fascinating entry here (which is also available as a PDF via this link) . Kris Olds

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During the past decade higher education's interest in internationalization has intensified, and the concept of civic education or engagement has broadened from a national focus to a more global one, thus expanding the concept that civic responsibility extends beyond national borders.

As Schattle (2009) points out, the concept of global citizenship is not a new one; it can be traced back to ancient Greece. But the concept and the term seem to have new currency and are now widely used in higher education. Many institutions cite global citizenship in their mission statements and/or as an outcome of liberal education and internationalization efforts. Many have "centers for global citizenship" or programs with this label.

Additionally, national and international organizations and networks have devoted themselves to helping institutions promote global citizenship, although they do not necessarily use that term. For example, the Association of American Colleges and Universities sponsors a series of programs concerned with civic learning , a broad concept that includes several goals for undergraduate education: strengthening U.S. democracy, preparing globally responsible citizenry, developing personal and social responsibility, and promoting global learning and diversity. The Salzburg Seminar's International Study Program provides week-long workshops for faculty to consider the concepts of global citizenship and their integration into undergraduate education. It also provides college students with programs on global issues. The Talloires Network is an international alliance formed in 2005 that includes 202 institutions in 58 countries "devoted to strengthening the civic roles and social responsibilities of higher education." The Talloires declaration refers specifically to "preparing students to contribute positively to local, national, and global communities." Founded in 1985, the oldest of these networks, Campus Compact , retains its predominant, but not exclusive, focus on the United States.

Defining Global Citizenship

A foray into the literature or a look at the many ways colleges and universities talk about global citizenship reveals how broad a concept it is and how different the emphasis can be depending on who uses the term. This essay can only outline a few important elements of global citizenship, but a brief overview of the many meanings should help institutions formulate or clarify their own definition of it, identify those elements that are central to their educational vision, and add other dimensions. The following are among the most salient features of global citizenship (this section draws from a variety of sources but primarily relies on Schattle (2007)).

Global citizenship as a choice and a way of thinking. National citizenship is an accident of birth; global citizenship is different. It is a voluntary association with a concept that signifies "ways of thinking and living within multiple cross-cutting communities—cities, regions, states, nations, and international collectives…" (Schattle 2007, 9). People come to consider themselves as global citizens through different formative life experiences and have different interpretations of what it means to them. The practice of global citizenship is, for many, exercised primarily at home, through engagement in global issues or with different cultures in a local setting. For others, global citizenship means firsthand experience with different countries, peoples, and cultures. For most, there exists a connection between the global and the local. Whatever an individual's particular "take" on global citizenship may be, that person makes a choice in whether or how to practice it.

Global citizenship as self-awareness and awareness of others. As one international educator put it, it is difficult to teach intercultural understanding to students who are unaware they, too, live in a culture that colors their perceptions. Thus, awareness of the world around each student begins with self-awareness. Self-awareness also enables students to identify with the universalities of the human experience, thus increasing their identification with fellow human beings and their sense of responsibility toward them.

Global citizenship as they practice cultural empathy . Cultural empathy or intercultural competence is commonly articulated as a goal of global education, and there is significant literature on these topics. Intercultural competence occupies a central position in higher education's thinking about global citizenship and is seen as an important skill in the workplace. There are more than 30 instruments or inventories to assess intercultural competence. Cultural empathy helps people see questions from multiple perspectives and move deftly among cultures—sometimes navigating their own multiple cultural identities, sometimes moving out to experience unfamiliar cultures.

Global citizenship as the cultivation of principled decisionmaking. Global citizenship entails 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, 4) requires a set of guiding principles that will shape ethical and fair responses. Although the goal of undergraduate education should not be to impose a "correct" set of answers, critical thinking, cultural empathy, and ethical systems and choices are an essential foundation to principled decisionmaking.

Global citizenship as participation in the social and political life of one's community. There are many different types of communities, from the local to the global, from religious to political groups. Global citizens feel a connection to their communities (however they define them) and translate that sense of connection into participation. Participation can take the form of making responsible personal choices (such as limiting fossil fuel consumption), voting, volunteering, advocacy, and political activism. The issues may include the environment, poverty, trade, health, and human rights. Participation is the action dimension of global citizenship.

Why Does Global Citizenship Matter?

The preceding list could be much longer and more detailed; global citizenship covers a lot of ground. Thus, it is useful to consider the term global citizenship as shorthand for the habits of mind and complex learning associated with global education. The concept is useful and important in several respects.

First, a focus on global citizenship puts the spotlight on why internationalization is central to a quality education and emphasizes that internationalization is a means, not an end. Serious consideration of the goals of internationalization makes student learning the key concern rather than counting inputs.

Second, the benefits of encouraging students to consider their responsibilities to their communities and to the world redound to them, institutions, and society. As Altinay (2010, 1) 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 (however expansive the definition) and the lives of their members.

Third, the concept of global citizenship creates conceptual and practical connections rather than cleavages. The commonalities between what happens at home and "over there" become visible. The characteristics that human beings share are balanced against the differences that are so conspicuous. On a practical level, 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).

No concept or term is trouble-free; no idea goes uncontested by some faculty member or group. For better or for worse, global citizenship will undoubtedly provoke disagreements that reflect larger academic and philosophical debates. There is plenty of skepticism about global citizenship. Some object to any concept that suggests a diminished role for the nation and allegiance to it or the ascendancy of global governance systems. The idea of developing students' moral compasses can raise questions about whose values and morals and how institutions undertake this delicate task. Some students will choose not to accept responsibility for the fate of others far away, or may see inequality as an irremediable fact of life. Some faculty will stand by the efficacy and wisdom of the market; others will see redressing inequality as the key issue for the future of humankind. And so on.

Such debates, sometimes civil or acrimonious, are, for better or worse, the stuff of academe. Implementing new ideas—even if they have been around for a very long time as in the case of global citizenship—can be slow and painful. However, if colleges and universities can produce graduates with the knowledge and the disposition to be global citizens, the world would certainly be a better place.

Madeleine F. Green

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Box 1 - Conceptual Divides

What was once simply called “international education” is now a field awash with varied terminology, different conceptual frameworks, goals, and underlying assumptions.*

Although "internationalization" is widely used, many use globalization—with all its different definitions and connotations— in its stead. Rather than take on the job of sorting out the terminology, let me point out two significant conceptual divides in the conversation. Both center on the purpose of internationalization.

In the first divide, we see one face of internationalization as referring to a series of activities closely associated with institutional prestige, profile, and revenue. These activities are generally quantifiable, lend themselves to institutional comparisons and benchmarking, and provide metrics for internationalization performance that resonate with trustees and presidents. Examples include hosting international students, sending students abroad, developing international agreements, and delivering programs abroad.

The other face of internationalization—student learning— is much more difficult to capture and assess, but it provides an important answer to the “so what?” question. Why does internationalization matter? What impact do internationalization activities have on student learning? How do they contribute to preparing students to live and work in a globalized and culturally diverse world?

Different terms with overlapping meanings are used to describe the student learning dimension of internationalization. Global learning, global education, and global competence are familiar terms; they, too, are often used synonymously. The global in all three terms often includes the concepts of international (between and among nations), global (transcending national borders), and intercultural (referring often to cultural differences at home and around the world).

Also prevalent in the student learning discussion is another cluster of terms that focus specifically on deepening students’ understanding of global issues and interdependence, and encouraging them to engage socially and politically to address societal issues. These terms include global citizenship, world citizenship (Nussbaum 1997), civic learning, civic engagement, and global civics (Altinay 2010). These terms, too, share several key concepts, and are often used interchangeably.

The second divide focuses on the divergent, but not incompatible goals of workforce development (developing workers to compete in the global marketplace) or as a means of social development (developing globally competent citizens.) Global competitiveness is primarily associated with mastery of math, science, technology, and occasionally language competence, whereas “global competence” (a broad term, to be sure), puts greater emphasis on intercultural understanding and knowledge of global systems and issues, culture, and language.

As the field grows increasingly complex and the instrumental goals of internationalization become more prominent, it is important that campus discussions and planning efforts sort out their language, underlying concepts, and implied or explicit values. Otherwise, people run the risk of talking past each other and developing strategies that may not match their goals.

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* It is important for U.S. readers to note that the goals of and assumptions about internationalization vary widely around the world. The Third Global Survey of Internationalization conducted by the International Association of Universities found that there are divergent views among institutions in different regions of the risks and benefits of internationalizations. Based on their findings, IAU has launched an initiative to take a fresh look at internationalization from a global perspective .

Altinay, Hakan. "The Case for Global Civics." Global Economy and Development Working Paper 35 , The Brookings Institution, Washington, DC, 2010.

Nussbaum, Martha. 1997. Cultivating Humanity: A Classical Defense of Reform in Liberal Education . Cambridge, MA and London: Harvard University Press.

Olson, Christa, Rhodri Evans, and Robert Shoenberg. 2007. At Home in the World: Bridging the Gap Between Internationalization and Multi-Cultural Education . Washington DC: American Council on Education.

Schattle, Hans. 2007. The Practices of Global Citizenship . Lanham: Rowman and Littlefield Publishers, Inc.

Schattle, Hans. 2009. "Global Citizenship in Theory and Practice." In The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship , ed. R. Lewin. New York: Routledge.

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Global Citizenship Curriculum Project - Georgetown University

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Lecture Two: Global Citizenship: Contemporary Challenges and Opportunities

Showing the Lecture 2: How Does Global Citizenship Matter Today? Video

Readings for Lecture Two: Global Citizenship: Contemporary Challenges and Opportunities [excerpts, 16 pages]

• The Universal Declaration of Human Rights (1948)
• Pope Francis, Fratelli Tutti (2020)

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The Role of Global Citizens in Today’s World

Development Education and Social Justice

Abstract: There are a lot of things that one can feel positive about in regard to how far we have come ethically as a global society.  However, we are still plagued by the existence of many social issues that pierce the veil of our wellbeing.  Poverty, hunger, inequality and political instability, being but a few.  This requires us to work towards appreciating the role that we can play to improve this reality for ourselves, and our global community.  This article highlights the necessity of conceptualising our global society in communal terms that bind us to our global counterparts, and invokes us into action to address the causes of social injustice, locally and globally.  It makes the case for appealing to the common humanity that we all share in regard to approaching some of the world’s most pressing issues.  The piece also emphasises the importance of the ‘system of self’ in regard to amending the wider, societal systems that may facilitate a lot of the aforementioned social challenges.  Lastly, it addresses the importance of challenging ideologies of illiberalism in the overall attempt to enhance society, particularly in the context of regressive elements that are willing to add the vulnerable to their ranks.

Key words : Global Citizenship; Activism; Social Change; Common Humanity; Equality.

Introduction

‘You’re living at... a time of revolution, a time when there’s got to be a change.  People in power have misused it, and now there has to be a change and a better world has to be built’ (cited in Ambar, 2012: 36).  This is a quote from a speech delivered by human rights activist Malcolm X during an Oxford Union debate in 1964.  Today, I would contend, the urgency and desire in his words still resonate with great precision, but in a way that is distinct to ways of old.  In recent years, the concept of social justice has suddenly crept into popular culture, and in natural tandem with this phenomenon, there has been an increase in concern for issues pertaining to inequality and the mistreatment of humans across the globe.  Testament to this are the mass protests that have occurred in recent years, which have openly repudiated social wrongs and promoted the virtuous assignment of ensuring the wellbeing of humans throughout the world- and the wellbeing of the globe itself.  

This spirit of protest is, of course, not unique to contemporary times.  Lest we forget the great public demonstrations that have spanned the lineage of human history which have produced ground-breaking societal developments.  However, what sets today’s moral climate apart is the widespread, cultural adherence to ideals of fairness and equality; this adherence, is closer to being the norm, than an anomaly.  It is now generally seen as desirable to be committed to - or for better or worse, to look like you are committed to - carrying society forward in the voyage towards unflinching justice.  This cultural reality can greatly be attributed to the incremental, painstaking development of the collective, human conscience throughout history.  As Dr Martin Luther King Jr put it, the ‘arc of the moral universe is long, but it bends towards justice’ (Knight, 2021: 15).  I solemnly believe it can also be attributed to the impetus that is found in the activism of many of today’s young people.  This impetus has enabled a significant number of today’s youth, and wider society, to recognise their role as global citizens, and play their part in positively bringing the global village forward, ethically.  

I vividly remember moments in my upbringing as a black immigrant in Ireland where my mother, and many other members within the African community, would provide me with stark warnings of how racism will try to greatly shape how I navigate my life in Ireland, and how I had to tirelessly work to resist it in the pursuit of my goals.  To add to this matter, I was born to a Pan-Africanist mother who was adept with the history of racism and colonialism that had scourged her motherland, and with love and grace - but also a very sceptical eye - cautiously observed her surroundings as an immigrant within Ireland to ensure her son’s experiences were as free from bigotry as they could be.  Upon becoming fully integrated into Irish society, which I know proudly call my own, both my mother and I have observed a change in cultural attitudes towards the issue of racism and bigotry amongst Ireland’s citizens, particularly Irish, young people.  There seems to be a greater sense of intolerance towards racism in the ether, and at best, more people feel the need to actionably confront it.  Needless to say, there is still some way to go, but promising developments have been made up to this point and this certainly provides hope for the future.

I am the Politics Coordinator of Black and Irish; an organisation that aims to build an inclusive, equal Ireland and promote the integration of the Black and Mixed-Race community into wider, Irish society.  Through my role at Black and Irish, and my experiences more broadly as a youth activist, I have had the opportunity to see young people of all backgrounds work to combat racial discrimination in a way that would have been considered unimaginable for my mother and her migrant peers when she first arrived in Ireland.  This speaks to an admirable fervour amongst many young people to visualise themselves as global citizens and to act accordingly.  This fervour, however, is not limited to youth, as there are many other progressive-thinking people, of all ages, who share it in today’s age.  The task for these people is to extrapolate the burning passion they feel for fairness and equality across our communities, and the global society at large.

The nature of global citizenship

Within the nucleus of recognising one’s role as a global citizen, is the realisation of our deep, symbiotic connection with all humans within the global family.  This is an epiphany that sees us viewing the problems of our neighbours, as problems of our own.  The wars ravaging nations, which are cutting life short before it has the chance to blossom, are not only wars within those nations but wars within the human house that we must all attempt to quench.  Poverty mercilessly keeps a significant number of the fruits within the basket of existence from many of our global counterparts, and impedes upon the buoyancy of our own existence.  Racism is a social ailment that strips societal groups of their dignity and blindly downplays the value that they possess.  As the former Roman Emperor Marcus Aurelius once stated in regard to this human connection, ‘we are made for cooperation, like feet, like hands, like eyelids, like the rows of the upper and lower teeth’ (Aurelius, 2020: 15).  We, as human beings, are truly bound to one another, and the job of the global citizen is to recognise this, find their place in today’s world, and see where they can use their unique abilities to improve it for those who are less fortunate. 

The issues that plague our civilisation such as hunger, disease and political instability, present a bitter-sweet panorama for the archetypal global citizen.  On the one hand, there is a barely tolerable bitterness because of the fact that earnestly confronting the demoralising social challenges which a considerable amount of the world’s population faces is very difficult to process and digest mentally.  ‘Change’ is the mantra of the global citizen, and is uttered in activist corners so frequently that it has in itself become an emblem.  However, acknowledging a bulk of the major issues that the world confronts at once, can lead to exhaustion and deceptively tempt us into dwarfing our capacity to ‘change’, which can result in melancholy and at times, self-defeating nihilism.  Conversely, within this same context, there is also a mouth-watering sweetness.  The sweetness rests in the great opportunity that the world places at our feet to actionably challenge social issues, and contribute to the advancement of our communal surroundings.  There is no golden bullet when it comes to solving these issues.  Within the issues - and their solution - is a complex web of political, economic, anthropological and various other factors.  What is most important, is fully enabling the ethos of our common humanity to shine through when thinking of societal problems and allowing it to act as a bedrock, upon which we play whatever part we can in improving our worldly community. 

The power within the ‘system of self’

Although it is important for us to continually work to progressively impact the social systems around us, it is necessary to note that an unmitigated, singular focus on the wider ‘systems’ can sometimes lead to mental fatigue, and a sense of defeatism.  The young person who may want to live more sustainably might ask, ‘what is the point when corporations continue to seamlessly emit environmentally eroding emissions into the ecosystem?’  The potential vegan who believes in the ethics of preserving the life of animals might question the existence of veganism, as ‘someone, somewhere is going to eat meat anyway’.  That person who might want to cease spending their money at a store which exploits those who compose its products, may wonder what impact their cessation will have, when all of their neighbours purchase from that store, completely unbothered.  Although there is a deep truth embedded in these scenarios, we must never forget the deeper value that rests in the task of reforming the system of self.  

Few, if any, human-made systems can truly outweigh the power of a network containing individuals who have been ‘spiritually reformed’- in other words, people who work to reform themselves, and organise to take social action.  For it is individuals who manufacture the systems, and those same individuals, with the conscience and moral vigour they develop from self-reformation, can amend those systems.  This is proven by the extensive voyage of the ‘moral arc’, that Dr King referred to, throughout history.  It has mercilessly journeyed right through the institution of slavery in many parts of the world, has crushed the wall of legalised discrimination and repression in its stride, and left behind remnants of its progression upon the contemporary ocean, which we all enjoy today such as a better standard of living relative to our historical compatriots, and a relatively freer, and a more fruitful society than any other time in history (Easterlin, 2000).  These developments emerged through toil and struggle, which was led by ‘spiritually reformed’ individuals, who took action to reform the motif of the very systems that initially barred these developments.  Hence, focusing on the more immediate task of improving ourselves incrementally and acting in accordance with the aspirations we have for our local community, and the global community, is the sufficient starting point in embracing our role as global citizens.  It does not mean we forget the systemic challenges that are before us.  Nor does it mean that we neglect whatever role we feel we have to play in addressing those systemic challenges.  But trying to be the change we wish to see in the world is both accessible and powerful, no matter how big or small one feels their contribution is.  

Solidarity and a shared humanity

The key element of being an effective global citizen is appreciating our place, and the place of others, in the interwoven yarn of kinship, that encompasses all people.  It is done by seeing right through the superficial elements that distract us from our shared essence.  This essence transcends the superficial, and resides in each and every one of us.  Charles Darwin, the founding father of the theory of evolution by natural selection, famously stated in his landmark text On the Origin of Species , ‘from so simple a beginning endless forms most beautiful and most wonderful have been and are being evolved’ (Darwin, 1909: 429).  Here, Darwin is referring to the simple beginnings of life on earth, and how the process of evolution developed various life forms which branch away from the same starting point.  This wonderful quote allegorically points to the scientific articulation of the all-encompassing link we share with all humans, and life forms, on the planet. 

This axiom, of us all being cut from the same cloth, challenges any attempt to fundamentally distinguish ourselves from those around us, and implicitly calls on us to extend our solidarity to others and do as much as we can to uplift those around us.  Behaviour which alienates, ostracises or isolates groups of people is an undesirable deviation from the truth of our commonality.  The Irish parliamentarian and activist, Daniel O’Connell, who was referred to as ‘The Liberator’ due to his contributions to the cause of Catholic Emancipation, spoke avidly against American slavery.  O’Connell once said about visiting the United States, ‘so long as it is tarnished by slavery, I will never pollute my foot by treading on its shores’ (cited in Geoghegan, 2010: 9).  O’Connell clearly understood that the oppression of any man or woman, was also an indirect manifestation of oppression against him and he continually acted to rectify the presence of oppression within the domestic shores of Ireland, as well as beyond.   This is the philosophy of the global citizen, and the bar that we must constantly attempt to reach in our efforts to fulfil that philosophy.

Education as a means to kick-start global citizenship

The vital prescription that follows the philosophy of global citizenship is the advancement of education.  The absorbing, immediate concerns that every day people regularly face, primarily as a result of the nature of our socio-political structure, can oftentimes distract us from the fact that we are living in a global village that we all have a stake in.  As a result, a lack of knowledge on the bond that we share with our global compatriots, and of the role we can play to better our immediate and global surroundings is created - or maintained - and this can open doors to unhelpful ways of thinking.  Regressive political populism feeds on the lack of awareness its victims have of their connection with those around them.  This is exemplified by the anti-immigrant, racialised rhetoric that is oft laden in the political arena.  It is not surprising that there is a correlation between this type of rhetoric and underprivileged areas where adequate education is not always a guarantee, and where the demands of our socio-political environment uniquely places added hardship upon people. (Mondon, 2017).  

A possible remedy to this issue rests in reimagining how we facilitate education, with regard to our social and civic responsibilities.  Formal education, for example, could offer insights on the common humanity we share with those around us, and the work we can do to impact members of our community in positive ways.  This would enable us to transcend superficial differences among ourselves and lead to social cohesion and progressive social change.  This is especially true in Ireland, particularly in the context of racial discrimination and migration, as Irish history is inundated by the tragic experience of colonial racism and periods of mass migration.  Education based on this historical backdrop could emphatically highlight the rubric of brotherhood that encapsulates those within Ireland, those who aim to find a home in Ireland, and those beyond our shores.  This is a hidden potential within the sphere of policy and education that has not yet been adequately explored, and I hope will be tapped into at some point in the near future.

Racism and white supremacy

There is somewhat of an introspective challenge that arises for the global citizen, which certainly needs addressing.  When striving to better the society within which one resides, it is not unusual for some to see as enemies those who stand in the way of progressive activism.  However, as difficult as it can be, it is important to place those who arise to promote regressive ideals that may not be on the side of social progress within the context of the common humanity that we all share.  Dr Martin Luther King Jr regularly cited the bible to proclaim that ‘we are all one in the eyes of God’ and that the racism promoted by white supremacists was not a blemish of King’s, or black America’s, but a deep spiritual blemish within the white supremacist, as the white supremacist intellectually departs from the oneness that they and their black and minority ethnic brethren belong to (King Jr, 2010).  This departure from the reality of our interconnectedness, creates vulnerability.  The bigot who believes it is a strength to reside in their morally bankrupt ideological framework is actually fundamentally weak.  In fact, they are victims.  Victims of a poisonous wave that carries them from the reality of their own soul to a plastic, precarious place that is not durable enough to hold its own against the tide of reality.  

One of the fundamental differences between those who have been allotted an unfortunate deck of cards by society, and those who promote an ideology that paradoxically denies the humanity of others, whilst trying to validate their own, is that the former are obviously vulnerable and deserve assistance, whilst the latter are also vulnerable, but do not realise that they are vulnerable.  This means, that as far as is practicable, and where it is appropriate, it is important for the global citizen to also lend a hand to those who have been victimised by undesirable ideologies, and help them to kick-start their own spiritual reformation.  This is certainly not possible in all scenarios, and impossible utopianism is destined to be crushed by the toughness of reality.  But there are committed elements of illiberalism within society that would gladly recruit those who are vulnerable, therefore, the extension of the ideal of brotherhood should not fall short at reaching the oblivious victim where possible, as this too inevitably leads to a positive change for the global community.  

To be a global citizen, is to care.  It is to empathise.  It requires an honest acknowledgement of the complex mixture of privileges and disadvantages with which you personally juggle, and that which your neighbour juggles; and calls on you to see how you can work cohesively with your neighbour to offset the existing disadvantages and to establish more indicators of happiness, for yourself and everyone within the global neighbourhood.  It involves an appreciation for the transcendental cloak of our common humanity that encapsulates all human beings.  Partaking in the instrumental voyage of the ‘moral arc’ is never easy, and I certainly cannot lay claim to an indestructible obedience to the ways that I have advocated in this article.  But we as humans have come an incredible distance as it is, so there is no reason, especially considering how far we have come, why we cannot strongly continue our voyage into a better future.

Ambar, S M (2012) ‘Malcolm X at the Oxford Union’, Race & Class , Vol. 53, No. 4, pp.24-38.

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King Jr, M L (2010) Where do we go from here: Chaos or Community? , Boston, MA: Beacon Press.

Knight, J (2021) ‘The Moral Universe Won’t Budge Unless We Move It’, The Learning Professional , Vol. 42, No. 3, pp. 15-16.

Mondon, A (2017) ‘Limiting democratic horizons to a nationalist reaction: populism, the radical right and the working class’, Javnost-The Public , Vol. 24, No. 4, pp.355-374.

Eric Ehigie is studying Law and Business at NUI Galway.  He is the Political Coordinator at Black and Irish which is an NGO that advocates for the integration of the black and mixed-race Irish community into wider Irish society.  He is a community activist and the host of the ‘Engaging with Eric’ podcast.  

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Global Citizenship

Global citizenship is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale. The term can refer to the belief that individuals are members of multiple, diverse, local and non-local networks rather than single actors affecting isolated societies. Promoting global citizenship in sustainable development will allow individuals to embrace their social responsibility to act for the benefit of all societies, not just their own.

The concept of global citizenship is embedded in the Sustainable Development Goals though SDG 4: Insuring Inclusive and Quality Education for All and Promote Life Long Learning, which includes global citizenship as one of its targets. By 2030, the international community has agreed to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including global citizenship. Universities have a responsibility to promote global citizenship by teaching their students that they are members of a large global community and can use their skills and education to contribute to that community.

About the Hub:   Ana G. Méndez University (UAGM)  is a private non-profit higher education institution founded over seven decades ago in Puerto Rico. UAGM provides quality education and promotes research with a vision of innovation and entrepreneurship. Through its three main campuses (Gurabo, Cupey, and Carolina) and eight off-campus centers located around the island, UAGM offers a variety of academic programs in different modalities and excellent services designed to fulfill the needs and expectations of a diverse student population.  UAGM is the global center of UNAI to promote the exchange of knowledge and information regarding global citizenship. Its activities in this theme solidify its commitment to the development of global citizens by ensuring that its graduates are fully prepared to assume leadership roles and present solutions to humanity's challenges and needs.

Ana G. Mendez University

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Global Citizenship and the Sustainable Development Goals

• Reference work entry
• First Online: 01 January 2021
• Cite this reference work entry

• Barbara Maria Sageidet 7 &
• Marianne Presthus Heggen 8  

Part of the book series: Encyclopedia of the UN Sustainable Development Goals ((ENUNSDG))

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Children as citizens ; Earth citizenship ; Eco citizenship ; Global dweller ; Global family member ; Planetary citizenship ; World citizen

Definitions

Global citizenship is a multiple perspective concept, related to the growing interdependency and interconnectedness between societies in economic, cultural, and social areas, through factors like increased international trade, migration, and communication. Global citizenship is also linked to concerns of global well-being, based on the understanding that global well-being also influences national and local well-being, and is a crucial factor for global peace. Global citizenship does not imply a legal status, but refers to the belonging to a broader community and common humanity (Lee and Fouts 2005 , p. 123), linking the local and global, and the national and international. Grounded in universal values, including respect for diversity and pluralism, global citizenship is a way of understanding and acting, and of relating oneself to...

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Sageidet, B.M., Heggen, M.P. (2021). Global Citizenship and the Sustainable Development Goals. In: Leal Filho, W., Marisa Azul, A., Brandli, L., Lange Salvia, A., Gökçin Özuyar, P., Wall, T. (eds) Reduced Inequalities. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-95882-8_45

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Essay on Global Citizenship

Students are often asked to write an essay on Global Citizenship in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Global Citizenship

What is global citizenship.

Global citizenship means seeing yourself as a part of the whole world, not just your country. It’s about caring for people and the planet, no matter where they are. Global citizens work together to solve big problems like poverty and climate change.

Responsibilities of Global Citizens

Being a global citizen means you have duties. You should learn about different cultures, respect the environment, and help others. It’s about making good choices that don’t hurt others around the world.

Benefits of Global Citizenship

When we act as global citizens, we make the world better. We get to understand different people and can work on making peace. It also helps us to solve big problems that affect everyone, like keeping the earth clean and safe.

250 Words Essay on Global Citizenship

Global citizenship is the idea that everyone on our planet is part of a big community. It’s like thinking of the whole world as one big neighborhood. People who believe in global citizenship care about issues that affect everyone, no matter where they live.

Caring for the Earth

Helping each other.

Global citizens also think it’s important to help people in need. This could be by giving money to charities that work all over the world or by learning about different cultures and understanding people who are different from us.

Another big idea in global citizenship is fairness. This means making sure that people everywhere have what they need, like food, water, and a chance to go to school. It’s not fair if some people have too much while others have too little.

Working Together

Finally, global citizenship is about countries and people working together to solve big problems. This can be anything from fighting diseases that spread across countries to making sure everyone has a good place to live.

In short, being a global citizen means caring for our world and the people in it. It’s about learning, sharing, and working together to make the world a better place for everyone.

500 Words Essay on Global Citizenship

Imagine a big school that has students from every part of the world. These students learn together, play together, and help each other. This is a bit like what global citizenship is. Global citizenship means thinking of yourself as a part of one big world community. Instead of just looking after the people in your own town or country, you care about everyone on Earth.

Why is Global Citizenship Important?

Respecting cultures and people.

Global citizens respect and learn about different cultures and people. Every culture has its own special stories, food, and ways of living. When you are a global citizen, you are curious about these differences and you understand that every person is important, no matter where they come from.

Taking Care of the Planet

Our Earth is the only home we have. Global citizens take care of it by doing things like recycling, saving water, and planting trees. We all share the same air, water, and land, so it’s everyone’s job to look after them.

Helping Others

Learning and sharing knowledge.

Being a global citizen also means learning about the world and sharing what you know. You can read books, watch films, or talk to people from different places. Then, you can share what you learn with your friends and family.

Being Active in Your Community

Even though global citizenship is about the whole world, it starts in your own community. You can join groups that clean up parks, help people who are sick, or raise money for good causes. By doing small things where you live, you are being a part of something much bigger.

If you’re looking for more, here are essays on other interesting topics:

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What you need to know about global citizenship education

For centuries, common aspirations for mutual respect, peace, and understanding were reflected in traditional concepts across cultures and civilizations – from 'ubuntu' (I am because of who we all are) in African philosophy to 'sumak kawsay' (harmony within communities, ourselves and nature) in Quechua. Although the term "global citizenship education" (GCED) was only coined in 2011, the values it represents have been central to UNESCO's mission since its founding in 1947.

By building peace through education and reminding humanity of our common ties, UNESCO has long championed the ideas now formalized as GCED. As our world grows increasingly interdependent, GCED is more vital than ever for international solidarity and inspiring learners of all ages to positively contribute to their local and global communities. But what exactly does global citizenship education entail, why it matters today, and how UNESCO is driving this movement?

What’s the idea behind global citizenship?

Unlike citizenship – special rights, privileges and responsibilities related to "belonging" to a particular nation/state, the global citizenship concept is based on the idea we are connected not just with one country but with a broader global community. So, by positively contributing to it, we can also influence change on regional, national and local levels. Global citizens don't have a special passport or official title, nor do they need to travel to other countries or speak different languages to become one. It's more about the mindset and actual actions that a person takes daily. A global citizen understands how the world works, values differences in people, and works with others to find solutions to challenges too big for any one nation.

Citizenship and global citizenship do not exclude each other. Instead, these two concepts are mutually reinforcing. 

What is global citizenship education about?

Economically, environmentally, socially and politically, we are linked to other people on the planet as never before. With the transformations that the world has gone through in the past decades – expansion of digital technology, international travel and migration, economic crises, conflicts, and environmental degradation – how we work, teach and learn has to change, too. UNESCO promotes global citizenship education to help learners understand the world around them and work together to fix the big problems that affect everyone, no matter where they're from.

GCED is about teaching and learning to become these global citizens who live together peacefully on one planet. What does it entail?

Adjusting curricula and content of the lessons to provide knowledge about the world and the interconnected nature of contemporary challenges and threats. Among other things, a deep understanding of human rights, geography, the environment, systems of inequalities, and historical events that underpinned current developments;

Nurturing cognitive, social and other skills to put the knowledge into practice and make it relevant to learners' realities. For example, thinking critically and asking questions about what's equitable and just, taking and understanding other perspectives and opinions, resolving conflicts constructively, working in teams, and interacting with people of different backgrounds, origins, cultures and perspectives; 

Instilling values that reflect the vision of the world and provide purpose, such as respect for diversity, empathy, open-mindedness, justice and fairness for everyone;

Adopting behaviours to act on their values and beliefs: participating actively in the society to solve global, national and local challenges and strive for the collective good.

What UNESCO does in global citizenship education

UNESCO works with countries to improve and rewire their education systems so that they support creativity, innovation and commitment to peace, human rights and sustainable development. 

• Provides a big-picture vision  for an education that learners of all ages need to survive and thrive in the 21 st  century. Adopted in 2023, the UNESCO Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development is a global standard-setting instrument that lays out how education should be used to bring about lasting peace and foster human development.  

Supports  the development of curricula and learning materials on global citizenship themes tailored for diverse cultural contexts. Among many examples are the  general guidance document on teaching and learning objectives of global citizenship education  or recommendations on integrating social and emotional learning principles (SEL) in the education process.

Studies the positive impact of learning across subjects and  builds linkages between sectors and spheres . One of the key focus areas is the Framework on Culture and Arts Education , in which UNESCO highlights the positive impact learning of the arts and through the arts has on academic performance, acquisition of different skills and greater well-being, as well as broadening of the horizons. 

Collaborates with partners  across UNESCO programmes and the broader UN system to address contemporary threats to human rights and peace and  infuse the principles  of understanding, non-discrimination and respect for human dignity in education. Among others, UNESCO leads the global education efforts to counter hate speech online and offline, address antisemitism , fight racism , prevent violent extremism , enable cultural dialogue , educate about human rights violations and violent pasts.

Monitors  how the core values of global citizenship education are reflected in and supported by education policy and the curriculum to deliver it effectively. For example, by collecting global data on this indicator every four years through a survey questionnaire designed for the Recommendation.

Promotes international collaboration  in education through  UNITWIN/UNESCO Chairs , and  UNESCO Associated Schools Network , connecting over 12,000 educational institutions worldwide.

Why does UNESCO prioritize global citizenship education?

Quality education is among 17 Sustainable Development Goals put forth by the United Nations, where GCED is mentioned as one of the topic areas that countries must promote. While leading the global efforts to achieve this goal, UNESCO sees education as the main driver of human development that can accelerate progress in bringing about social justice, gender equality, inclusion, and other Goals. 

UNESCO believes that only an education that provides a global outlook with a deep appreciation of local perspectives can address the cross-cutting challenges of today and tomorrow. This vision is reaffirmed in the Incheon Declaration made in 2015 at the World Education Forum and further reflected in UNESCO's Futures of Education report.

Based on the evidence that UNESCO has accumulated on GCED impact, learners who benefit from such education from early stages become less prone to conflicts and are more open to resolving them peacefully while respecting each other's differences. It has also proven successful in post-conflict transformation. For example, discussing the root causes of human rights violations that occurred in the past helps to detect alarming tendencies and avoid them in the future. 

How is GCED implemented?

GCED is not a single subject with a set curriculum but rather a framework, a prism through which education is seen. It can be delivered as an integral part of existing subjects – from geography to social studies – or independently. UNESCO supports the dissemination of GCED on different levels and in multiple areas of life beyond the classroom.

On a policy level:  Governments can develop national strategies and frameworks that recognize the importance of understanding local issues from a broader global perspective and prioritize education programmes that reflect this vision. 

In the classroom:  Teachers can incorporate content and materials that build awareness of global issues and intercultural understanding. For instance, in Geography, pupils can learn about climate change and the distribution of resources. In Social Sciences, they find out how environmental degradation impacts children's rights worldwide. In Science, they discover how trees soak up carbon from the atmosphere through photosynthesis and can help tackle climate change. Teachers can also assign students a group project where they will have to devise a campaign to address climate change in their local community.

Out of school:  Museums and cultural institutions can design exhibits and educational materials that inspire global citizenship. Exchange programs allow young people to broaden their horizons by visiting other communities and countries.

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