Characterization of Citizenship Education Pedagogy - Term Paper Example

Running Head: GLOBAL EDUCATION Name Course Instructor Date Introduction Pike(2008) maintains that, global education can be defined as that education perspective which arises largely from the fact that contemporary individuals live as well as interact in an increased globalised universe. Global education normally makes it crucial for education to give students an opportunity as well as competency to share and reflect on their view as well as role in regard to a global interconnected society. Global education is important in enabling students to understand as well as discuss their complex relationship of common economic, political, ecological and cultural issues. Global education cannot be viewed as a new idea. It is evident that after twenty years of global education there has been little or no advocacy on the progress of global education due to the numerous issues surrounding it and the fact that small groups of teachers are the only one promoting global education initiatives make the issue more complex (Pike, 2008). According to Pike (2008), there are numerous global education theoretical models as well as frameworks that guide implementation within learning institutions but it is evident that global literacy is not popular as it can be defined by other literacy initiatives such as technology, scientific and media. There are several issues that make global education a problematic or challenging discourse for educators. Firstly, people fail to largely realize that they are global citizens in that they exist in their own culture that is largely influenced by people, customs and language. The lacking in global consciousness is creating problematic discourse in global education. Another issue is the constant use of technology. Technology developments enable individuals to act from a certain distance thus people are not in a position to have a global responsibility especially in the global education. People have developed a business as usual mentality where they believe that their actions do not perceive a long term change (Pike, 2008). Characterization of citizenship education pedagogy Derek, G. (2011) maintains that, there is a growing concern on the various ways in which specialists secondary school teachers characterize in educating for citizenship. In order to adopt an efficient global education, there is need to extend learning goals beyond traditional civic perceptions. There is a tendency for teachers to agree on an emphasis on knowledge acquisition but on the other side it is important for them to develop central learning goals. There are gaps that exist in the study on learning goals and pedagogical practices that need to be addressed so as to develop a more effective global education. Firstly, I understand there is need to consider ways in which citizenships can be used to deepen to enhance positive global education programmes that will offer guidance to the school curricular. In service professional learning as well as pre service programmes should be structure in such a way that it will address the pedagogical gap existing between orientations through enhancing a range of professional learning opportunities. Finally, with proper analysis it appears that pedagogical practices that largely address areas such as values as well as beliefs need to be heightened so as to improve notions within the global education context. Bulling as an issue in the global education It is quite evident that today global education is surrounded by bullying which involves an imbalance of power between victims and their perpetrators. According to Derek (2011), global education in regard to bulling has a repeated pattern of both aggression and aggressive exclusion. In schools, bullying is widely understood in various ways depending on the kind of aggression involved. With today global education, bulling is being considered to be a social phenomenon and thus it has developed to be an issue that needs emphasis both inside and outside schools. There is need for educators to develop anti-bullying approaches that will impede education for peace building. This impeding will greatly improve the relationship between students with other students and between educators and students. It is quite evident that the global context of education gives different meanings of bullying which result to different actions to both anti-bullying as well as anti-violence. From the Kathy Bickmore article, there are various viewpoints in regard to bullying some which are considered to be physically aggressive behavior. From her analysis bullying within the global education context, bulling has a strong relation with inequity in social class, gender, race as well as religion. Further, Kathy Bickmore indicates that there are different interpretations of peacekeeping social control policies found in the global education (Derek, 2011). Derek (2011) maintains that, differences in interpretations are connected to bullying beliefs, administrators as well as educators who are involved in applying these policies. These policies may entail targeted remediation where a dialogue between student involved in a particular conflict and school administrators are facilitated. Also choosing as well as communicating non-violent expectations may be another method or policy that can be implemented to minimize bulling in today global education. Students who are good can also be recognized and issued with extrinsic rewards is another method that can be used to reduce bulling. The extrinsic rewards can be in the form of offering student leadership to these students, establishing awareness programs and ensuring that there is infusion as well as supporting of healthy relationship among students. Global citizens and global education According to Derek (2011), there is a relevance of the question whether we are all global citizens or are some of us global citizen within the education sector. The idea of defining who a global citizen is an important aspect towards understanding issues surrounding global education. As much as it is correct to state that we are all global citizens because of certain legal and morale status, on other views some people are considered to be global through their virtue of self description as well as their engagement in today globe. Nigel Dower indicates that there are three goals of citizenship education namely; education for global citizenship, citizenship education and basic global education. There is an expectation that many individuals are globally aware but few of them take it to the next level. It is quite evident that an individual who accept his global citizenship have a belief that human beings have a certain moral responsibility as well as status towards each other which is a situation defined in a global education context. There are four aspects of our being global citizen within regard on global education and they involve; learning more about your inner self, making huge progress in regard to solving problems that largely requires international cooperation, great recognition of moral obligations that are applicable to the world and finally, establishing a coherent as well as constant argument that is backed up by a global context (Derek, 2011). In educational institutions, globalization should lead to the establishment of smaller social bonds that have shared moral values as well as practices so as to develop a more global democratic environment. It is important that the educational sector to incorporate global ethic that largely combines transnational responsibility that is more sensitive towards various culture so as to promote equity in classrooms. It is necessary to note that global citizenship within the education context should put emphasis on students to accept global status of universal citizen ship or emphasize for student to become part of engaged activists. This will enable students develop leadership for the right global values thus enhancing positive global issue within the education sector (Derek, 2011). Decolonizing philosophies of education Mogadime et al (2011). Suggest that, there are various decolonizing philosophies of education defined by media especially on the basis of religion. Evidently, media portrayals of specific group are considered problematic since they contribute to belief manipulation of society by way of embedding stereotypes as well as prejudice into a thinking that is popular. With focus on religion, educators need to develop a responsibility that will assess the legitimacy as well as credibility of media which will be expressed in media literacy. In order to adopt a more global education environment, there is need to shun stereotyping as well as misleading assumptions in the media especially that affects student motivation on the basis of their religion. Finally, it is important for learning institutions to address the issue of social injustices that are raised by politics so as to enhance diversity of individuals in term of practices, histories and beliefs (Mogadime, et al 2011). There are potential gaps that exist in the analysis of global education perspective in relation to religion. It is important to find on ways in which teachers need to address social justice issues. It is evident that if singular views about individuals are adapted in today global education then, racism would be promoted by way of stereotyping. It is therefore important that educators adopt specific actions as well as policies that will protect as well a support diversity of individuals’ values, beliefs, practices and thus creating a safer environment within the school setting (Mogadime, et al 2011). Human rights and global education According to Abdi and Shultz (2008), human rights play a major role in global education. It is quite evident that the education understanding on human rights continues to evolve thus challenging educators in terms of theories involved as various practical implementations. This is due to the fact that there are four generations that are related to human rights. The first generation is involved in establishing principles which are obligation, ownership and integrations. Ownership defines how human right belongs to individuals, obligation requires the government to protect as well as promote human rights and integration calls for respect for these human rights. Abdi and Shultz (2008) suggest that, the second generation involves setting standards and translating them into information that individuals can use to protect his/her right. The third generation is more linked to global education. It mainly involves coping with a new world which is greatly defined by globalization. Further, the generation creates a new opportunity that removes ideological barriers in the education sector thus having no excuse for not moving forward in the implementation of human rights. The fourth generation involves making rights real. This generation normally addresses the issue of impunity that may arise from the global education while at the same time addressing the issue of responsibility for all human rights in a manner that is more inclusive (Abdi and Shultz, 2008). To have a successful implementation of global education, it is important to educate individuals about human rights as well as global citizenship. Not educating individuals properly regarding human rights have seen many individuals across the globe living on less than two dollars a day. Also, millions of people have lost their lives due to lack of knowledge on their human rights. Abdi and Shultz (2008) maintain that, to enhance global education there is need to enact global rights with focus on political, cultural, economic and legal perspectives. It is important to understand that global human rights creates a vision that adapts diversity in which all people have an equitable claim to the privileges and rewards of their economic, social, cultural as well as political contexts. Further, the saliency of the role of learning institutions on global citizenship and human rights need to have an utmost importance which encompasses diverse relations. Educational projects should be structured in such a way that aims in achieving viable human rights that will ensure that each individual is protected. Therefore, it is evident that collaborative effort should be put in place to ensure that individuals are educated on their human rights (Abdi and Shultz, 2008). Social cohesion It is important to examine how conflict, peace, diversity and justice issues are represented in school curricula. Usually, there is a lot of focus on social justice education whereas there is minimal or no discussion on injustices and violence so students are not equipped with practical experiences on peace building in conflict scenarios. Bickmore (2006) suggest that, the fact that most educational curricula are developed by provincial governments there is created in a way that upholds status quo as opposed to encouraging students to become active participants in advocating for change. It is important that information about citizen engagement, active participation and critical thinking should be considered as the general introductory section in a curriculum so as to enhance diversity globally. Bickmore (2006) asserts that, Individual communication, appreciation and cooperation should enhance global independence. A curriculum that supports social studies should largely advocate social cohesion by way of grand intentions as to minimize global injustices as well as power imbalances. A curricular should incorporate contradictory expectations for citizenship this implies that everything from being good by being complaint to an exhortation that young people can and should be involved in changing the globe. Bickmore, K. (2006) maintains that, there are various gaps within the social cohesion that global education needs to look into. The fact that curricula lies in the fact that expectations are focused on skill building that are perceived to have a likelihood of opening important spaces for pluralistic democratic engagement, it is necessary to develop curricula that addresses social justice issues whereby outcomes are well defined. According to Bickmore (2006), it is important for educators differentiate with their curricula through understanding when a particular curriculum defines the method of teaching, is it doing that more critically? Therefore, educators need to implement curricula that educates students on conflict management in order to ensure that these students are able to participate wholly in democracy through dialoguing on their views as well as perspectives in regard to conflict. It is important that social justice education to be integrated in school curricula to strengthen their learning outcomes and how they apply it practically on real life experiences. Conclusion Evidently, it will take commitment by the government, media, education sector and civil society to embed culture in learning institutions while at the same time presenting opportunities that will enhance positive implementation of global education. For global education, they should ensure that their students understand what is meant by sustainability and why is it important to change consumption pattern through developing global interdependence. It is also important for the global educators to foster interests in a more local perception that will make educators accept global change in the education training. There is need in recognizing the significance of media as well as get access to information as this will promote awareness of critical literacy defined by global education. The biggest challenge for the global educators is to develop a method that will enhance commitment to a global ethic in learning institutions. The challenge can be minimized by recognizing people by initiating a dialogue with the community and also, allowing students to make their own decisions so as to promote autonomy in global education context. References Pike, G. (2008). Reconstructing the legend: Educating for global citizenship. In A. A. Abdi, & L. Shultz (Eds.), Educating for Human Rights and Global Citizenship. (pp. 223-238). Albany, N.Y: State University of New York Press. Mogadime, D., Ramrattan Smith, S., & Scott, A. (2011). The problem of fear enhancing inaccuracies of representation: Muslim male youths and western media. In Ali Abdi (Ed.), Decolonizing philosophies of education, pp. 113-130. Boston: Sense Publishers. Abdi, A. & Shultz, L. (2008).Educating for human rights and global citizenship. Albany, NY: State of New York Press. Bickmore, K. (2006). Democratic social cohesion (assimilation)? Representations of social conflict in Canadian public school curriculum. Canadian Journal of Education , 29 (2), 359-386. Derek, G. (2011). Human rights: Four generations of practice and development. 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