Importance of Global Education in Promoting Better Relations Within Society - Essay Example

Global Education There has been increased focus aimed at emphasizing on the importance of global education especially now that globalization is heavily taking effect. The increased focus on global education is arguably because it equips people with knowledge that is applicable on a wide range of matters in existence today. However, there has not yet been a universally agreed definition of what is meant by global education. As a result there has been increased participation form scholars across the globe with each of them trying to give the seemingly best definition. This can be attributed to the fact that global education entails so much and touches on almost all important aspects in the society. 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 policy makers hence encouraging accountability. However, advancement of global education has met numerous challenges from the start. Pioneers of global education got their main challenge from acceptance of global education and its inclusion the school curriculum. Unfortunately, this challenge did not end with time but rather it is in existence up to date. There was increased focus on advancing global education in the 1970s with a positive reception among some teachers in the UK and America. This was attributed to the already increasing interdependencies among nations hence prompting the need to incorporate global issues in the education system in order to get a better understanding. At this time global education sought to promote knowledge, attitudes and skills necessary for advancement of a responsible life in a multicultural and interdependent world (Hicks p.2). This implies that the role of global education from the start was to promote unity in the society. However, peaceful coexistence meant open mindedness especially in relation to cultural issues since these are the most distinct among different areas. With global education people could embrace another culture and adopt the progressive aspects and practices. This in the modern day is in correspondence with upholding of social justice and human rights. This is with a view from the perspective of allowing people to advance their own believes without interference or intimidation hence promoting a peaceful coexistence. The increased focus on global education has led to more emphasis on the need for teachers to apply techniques of global education in their work. In order to impact change and ensure integration and appreciation of global education among students, there is need for teachers to act as agents of global education. However, this requires the teachers to first advocate and accept global education. Following this focus the recent years have seen birth of new form of literature with great focus on global citizenship education (GCE). GCE targets global issues mainly those revolving around political, social, environmental and economic aspects. As such students are required to participate greatly in practical projects revolving around this issues. Additionally, GCE is driven by aspects of morality and ethical issues alongside acquisition of technical skills that are crucial in for students in the highly competitive job markets. This literature has been greatly fueled by various governments and stakeholders such as NGOs in order to enable a fit into the developing world especially with a keen interest in technology. This is what has prompted the increased focus on globalizing education. However, the concept of GCE has received some attention with questions surrounding it seeking answers on whether it is the same as global education. There is seemingly a difference although they are all focused on education especially in relation to improving education levels. However, GCE is seemingly deviating from the key concepts of global education such as multiculturalism and concentration on the human rights. Although GCE has provisions for morality and ethics, these seemingly lie to the side of business and economics than the general societal coexistence. In creased concentration of GCE on economic development has arguably formed the main platform for its difference from global education. Global education mainly focuses on impacting change that promotes societal peace and to by large degree advocate for social justice. This is to say that unlike GCE, global education is not focused on the economic rewards that come along with improved education but rather the social benefits. Therefore, it is in order to say that there is a thin line sparking difference between GCE and global education based on their focus and objective. Global education has prompted the practice of converting teachers to fit the description of global education educators (O Sullivan & Vetter; Larsen & Faden). This has been the major focus of recent efforts aimed at promoting global education. This is because establishing a strong platform with many global education teachers will increase the chances and rate of spread of global education. These efforts can further be attributed to the fact that many regions in the recent years are trying to incorporate the aspects of global education into the education system. Additionally, from the students’ perspective, global education is gaining more acceptance hence increasing the demand for global education teachers. This is due to the increased interdependence of nations hence necessitating the need for global education. In conclusion, global education can be defined as impaction of knowledge that changes the mind set of people in relation to the general societal view and a social view. This is to say that global education focuses on factors that facilitate and promote better relations in the society. Open mindedness welcomes ideas of multiculturalism, social justice and consideration for human rights. Additionally, there is arguably a difference between GCE and global education in relation to their objectives. GCE lies more to the side of economic advancements while global education may be considered to lie more on social aspects because it seeks to improve the society. This implies that global education plays a significantly important role in shaping and bettering the society. References Hicks, D. (2003). Thirty years of global education: A reminder of key principles and Precedents. Educational Review, 55, 3, 265-75. Larsen, M. &Faden, L. (2008). Supporting the growth of global citizenship educators. O'sullivian M. & Vetter, D. (2007). Teachers-initiated, student-centered global education in a K to 8 school. Pike, G. (2000). A tapestry in the making: The strands of Global Education. Selby, D. (2004). Global education as a transformative education. Read More