The Concept of Global Citizenship - Essay Example

Global citizenship Name: Lecturer: Subject and Code: Date: [WORDS 1809] Introduction The concept of global citizenship matters a lot to me and the wider society in many ways. My first encounter with the concept of global citizenship during this course threateningly suggested an encounter with a highly complex concept that covers a lot of disciplines. I had initially considered the concept of global citizenship as seeking to just show the multiple habits and cultures of a heterogeneous community of people, with necessarily imparting knowledge on the relevance and practicality of complex cultural issues linked to it. This initial idea had obviously corrupted my understanding of the concept of global citizenship. In fact, it affected my attitude towards indulging deeper with the concept. However, once I began to notice its significance to being a student as well as a professional, my perception completely changed. In fact, I viewed it as the trend of the times that I could only ignore at my own peril. Indeed, the concept of global citizenship is valuable in many respects. Against this background, the concept of global citizenship, as I now understand it, refers to the individual disposition or tendency to identify with the broader global community, rather than the ethnic or national boundaries. In my view, therefore, when one becomes a global citizen, his identity rises above the cultural, geographical, or political borders to assimilate the beliefs, values, and knowledge of the global human community. In which case, one begins to rise above racial and cultural prejudices or stereotypes. I found it easy grasping the concept, as it is fittingly related to the concept of globalisation, which has encouraged greater cross-cultural interaction where one can work in any setting globally. The growth of such global identity has considerably been enhanced by the dominant forces of modern-day transportation technologies and information and communications technologies (ICTs) (Rapoport 2009). At any rate, it was easy to notice that global citizenship is less guided by any legal authority that restricts people to a certain geographical or territorial setting. Rather, it is voluntarily an associational citizenship that is not regulated by any globally ratified rules or the law. Therefore, I consider myself a global citizen through varied formative life experiences. I also have different interpretations of what life experiences mean to different people. Global citizenship implies the first-hand experiences with varied peoples, countries, as well as cultures. What global citizenship means to me is having a connection between the local and the global aspects. In which case, whatever one’s perspective on global citizenship, he has to make a choice regarding how he has to practice it. In fact, from my private readings, I learnt that because no global bureaucracy exists that protects or gives authority for one to be considered as a global citizen, people decide where they should work and live anywhere around the globe. I consider myself a global citizen since I have developed profound self-awareness, as well as an awareness of diversity issues. As an international student, I have learnt that it is not easy to have an intercultural understanding when you are unaware that you live in a setting where you have to encounter different cultures that shape your perceptions. For this reason, having a great awareness of the world around me started with self-awareness, which further enabled me to discover the universalities and differences of the human experience. Ultimately, it has increased my capacity to identify with other students, as well as acknowledge the fact that human beings must have a sense of responsibility in the manner in which they interact with others. I also consider myself a global citizen, as I exercise cultural empathy, which I perceive as denoting intercultural competence. Throughout this course, I have often perceived the significance of learning about global citizenship as intended to promote intercultural competence, whether within the classroom setting or work setting. Therefore, I consider the concept of intercultural competence as having occupied a fundamental position in learning about global citizenship. I also view it as a vital skill in the workplace. In return, cultural empathy has enabled me to perceive issue from multiple perspectives, as well as to interact skilfully among cultures, often navigating my multiple cultural identities, or making friends on social networking sites like Facebook to experience different cultures. Further, I view myself to be a global citizen, as I make principled decision-making. In this regard, global citizenship involves having a great awareness of the mutuality of different people and systems, as well as having a sense of responsibility that follows emanates from such interdependency. In fact, interacting with different cultures has enabled me to sail through the complex social settings where everyone values interdependence and, which requires a combination of principles that shapes how I ethically and fairly respond to issues. For instance, I understand that the goal of learning about global citizenship is not to force me, as well as other students, to just gain the knowledge of the different world cultures. Rather, it is to enable us make unbiased decisions by evaluating issues from different perspectives, appreciate cultural empathy, be critical thinkers, as well as apply ethics in the decisions made. In my view, these are critical aspects of principled decision-making. I also consider myself a global citizen, as I participate in bother the social and political life of my own community, as well as the international community. In fact, I have begun to appreciate my role in the global community, local community, campus, religious community, and political community. I have realised that having a connection to my local and global communities enables me to actively participate in making responsible personal decisions to use eco-friendly products and reducing fossil fuel consumption. It also mean taking part in political discussions on the social media to engage in political and social activism on issues that touch on my local community, as well as the broader global community, such as issues of international trade, environmental protection, poverty eradication, human rights issues and health issues. Indeed, I have come to learn that the element of participation is an important dimension that transforms one into becoming a global citizen automatically. First, by focusing on global citizenship, it has placed the spotlight on the significance of internationalization and its significance in ensuring quality education, and professionalism. The concept emphasizes that globalisation is a means, rather than an end (Leslie 2009). It has prepared me to work within any foreign settings, where I can work in multicultural settings or within a diversity of cultures since I begin to appreciate the universality of humanity rather than perceive things using the lens of my local cultures. I believe that this will enable me to avoid possible intercultural conflicts that may come about when I encounter workers whose cultural perspectives are different from mine. Second, the concept of global citizenship has encouraged me to consider my responsibilities to my communities and the global community and how it would affect me, the university, the workplace, and the society. For instance, I have begun to appreciate that my current university provides effective tools and forums through which, we the students, can think through our responsibilities and freedoms as a miniscule of the billions of other students on the planet, and ultimately develop our moral compass as we engage with a community of workers from different cultures, or business people who value things differently. Hence, I can confidently assert that the course on global citizenship was in itself a basic tool that strengthens the university’s commitment to serving the wider society, enriching the institution, affirming its relevance, as well as contributing to the society and the lives of different members of the society. Next, I believe that global citizenship has created theoretical, as well as practical connections instead of divisions. For instance, by appreciating my participation in political and social activism in discussing issues of environmental protection with other individuals from the different parts of the world, there becomes a clear awareness of the commonality between what occurs in my local setting and what occurs in a different setting, such as in India or South Africa. Actually, it is such a realisation that enabled me to understand that the human beings share different characteristics, which are balanced against their evident differences. Technically, global citizenship presents a unique concept that bridges the work of globalisation through international business or sports events. In this respect, while international business or sports events have diverse trajectories and histories, they share significant goals of promoting intercultural competence and cultural empathy. Despite these obvious advantages of the concept of global citizenship, I must also acknowledge the fact that like many other concepts, it is not unproblematic. In fact, its significance has been contested by some students. I have also interacted with some faculty members who doubted its significance. For instance, while discussing the significance of the concept of global citizenship with a colleague during a group discussion after class, he presented his scepticism on global citizenship by objecting to the diminishing role of the state or nation in preference to the allegiance to the emergence and dominance of the global governance systems. In his view, global governance systems exposed people to more risks, such as international terrorism and the likelihood of the disappearance of local cultures and indigenous practices. Another student also expressed his intolerance for the concept. In his view, the idea of creating his moral compass as a student raised questions regarding whose morals and values, as well as how the university has assumed such a delicate task of achieving global integration. The most convincing reason he provided was that some people may reject the idea of taking responsibility for the fate of others who live in distant lands. For instance, an individual in Australia with a sense of global citizenship and whose national cultures have integrated the value of social responsibility will tend to buy an eco-friendly car to limit air pollution and climate-change effects. However, individuals in the developing world may reject the idea of taking responsibilities for others, and will buy any affordable car despite an awareness that it is highly polluting. Despite this scepticism, I’m convinced that the forces of global engagement have enabled many people to identify themselves as global citizens who are obliged to have sense of belonging to their local communities and the larger world community. In conclusion, global citizenship has gave meaning to learning, as it is stimulating, relevant, as well as anchored in 'real-life' circumstances. It also enables me to challenge the possible half-truths and stereotypes regarding the minority groups in the wider worlds. I have also countered the lack of knowledge of different cultural groups and intolerance. Again, I have come to acknowledge that I have power as an individual, and that I can change things, and that I have a choice on how I behave. I also recognise my responsibilities towards my action and towards others. Reference List Leslie, A 2009, "Sustainable communities: the role of global citizenship education," POLIS Journal vol 2, pp.1-44 Rapoport, A 2009, "A Forgotten Concept: Global Citizenship Education and State Social Studies Standards," The Journal of Social Studies Research vol 3 no 1, pp.91-111 Read More