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Global Citizenship
Norma Becerra
UAGC
Distinction between “globalism” and “globalization”
Globalism involves an ideology that promotes a worldview by stressing the interdependence of all countries and the universality of principles like human rights and environmental protection. It is the realization that we all live in one interconnected world with common problems that require joint solutions. Instead, globalization is the observed phenomenon by which national economies and social systems grow ever more intertwined and interdependent. The development of communication, transportation, and technology has been the primary force in this process, facilitating transnational trade, information exchange, and cultural diffusion. Compared to globalism, which is more of a philosophical commitment to global unity, globalization is the more concrete manifestation of this interconnectedness.
Global Citizenship in Fulfilling Goals
The importance and relevance of global citizenship is growing as we explore more realms of cutting-edge technology. Global citizenship is beneficial in today’s technologically advanced world are manifold, touching upon one’s professional life, education, and social life. From an individual standpoint, learning about and interacting with people from different cultural backgrounds can increase one’s understanding of the world and its inhabitants and capacity for empathy and cross-cultural communication (Chen, 2021). Academically, global citizenship provides entry to a wealth of resources, encouraging the development of a broad, interconnected perspective in learning and easing collaboration on research projects. Being a global citizen is an asset in the modern multicultural workplace because it increases cultural competence, flexibility, and the ability to work in diverse teams. As a result, one can better achieve academic, professional, and personal objectives as a global citizen in today’s technologically advanced world.
Theorists Disagreement
The contentious discourse on the definition of global citizenship emanates from its multifaceted nature, which is subject to interpretation across political, educational, and social theoretical approaches. The underlying disagreement between theorists is largely grounded in the tension between global human rights and citizenship rights, the feasibility of a universally applicable ideology, and the practical realities of political relationships and territorial boundaries. In light of the complexities presented in the article by Reysen and Katzarska-Miller, I propose a comprehensive definition of global citizenship. A global citizen, in my view, is an individual who identifies with being part of an emerging world community and whose actions contribute to building this community’s values and practices. This definition encapsulates the essence of global citizenship, integrating an awareness of the world as a single interconnected entity, a commitment to tackling global issues, and a respect for diversity and cultural plurality. Hence, global citizenship is not simply a conceptual construct, but an actionable identity that navigates the contours of globalism and the realities of globalization.
Two Outcomes of Global citizenship
Intergroup empathy and environmental sustainability stand out to me as the most important of the six outcomes of global citizenship discussed in the article. Imagine a world where individuals from all walks of life, all cultures, and all nations are treated with respect and compassion. This is where sympathy between social groups comes in handy. It involves the identity of life from another person’s perspective and understanding what they are going through emotionally (Wimmer, 2011). Understanding, appreciating one another’s differences, and accepting that we are all human at heart bring about harmonious coexistence.
This sort of compassion has the potential to unite people from different backgrounds in mutual appreciation and promote peaceful coexistence. However, what about this planet we all call home? Here we focus on the second outcome, environmental sustainability. As citizens of the world, we must work together to protect Earth. Our every move and choice constantly affects the environment around us. By prioritizing environmental preservation, we guarantee our home’s safety for future generations.
Two Personal Events
Reflecting on my personal journey, two main moments are pivotal in shaping me into the global citizen I am today. The first was during a student-run cultural exchange program who came from a wide range of ethnic and cultural backgrounds. Interacting with other students taught me the importance of intergroup empathy. The moment reminded me of how much we all share in common as human beings, despite our various cultural backgrounds. The second time, I participated in a community-wide effort to plant trees. This movement, which seeks to reverse the effects of deforestation and global warming, appealed to my eco-conscious sensibilities. This experience further solidified my dedication to environmental sustainability by demonstrating the power of collective and individual action to improve our planet.
Two classes shaped me into the person I am today, professionally and personally. “Introduction to Sociology” was the name of the first class taken. This class helped me see things like societal norms and structures differently. It prompted me to examine my prejudices, subsequently improving my ability to relate to people from all walks of life. It emphasized the value of compassion and understanding for others, which are necessary for effective global citizenship. ‘Environmental Science’ was the second essential class. This course taught me about the ecosystems on Earth and how we can help to protect them. It detailed the disastrous results of nonsustainable actions, emphasizing the critical need to change to more eco-friendly routines. This course has given me a renewed sense of environmental duty and strengthened my resolve to promote environmental sustainability in my everyday life as a global citizen.
References
Chen, A. S. (2021). Global Citizen Formation. Springer Singapore.
Wimmer, T. (2011). Generation globo sapiens-global citizenship education and critical pedagogy in the (English) foreign language classroom. na.
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