The terms “global education,” “global studies” and “global citizenship” describe a transformative attitude and approach to learning, teaching and being that centers on the effort to recognize that people, cultures and our environment are inextricably woven and interdependent, and that therefore we are all collectively responsible for resolving global problems despite geopolitical boundaries. In The Practices of Global Citizenship Hans Schattle notes that the following elements fundamentally define and anchor “global citizenship” as concept and enactment:
In Global Citizenship Education, scholar Muna Golomohamad defines Global Education as “the openness to new encounters, incorporating creative and multi-disciplinary approaches which ensures that understanding is achieved through mutual appreciation and respect for differences” (532).
In The Practices of Global Citizenship, scholar Hans Schattle clarifies that “citizenship” can be defined “as a way of life rather than as a legally binding tie to any particular country,” a way of life that recognizes how we affect the rest of the people on the planet; thus, “Global Citizenship” “can be domestic as well as international” (41).
The Maastricht Global Education Declaration of 2002 states: “Global education is education that opens people’s eyes and minds to the realities of the globalized world and awakens them to bring about a world of greater justice, equity and Human Rights for all. Global education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship.”
What is global competency?
Global Education promotes transformative personal growth, increased intercultural knowledge and skills, enhanced global perspective, and professional development. Transformative learning and global competency exists when a learner is able to:
“A global-ready graduate [is] a person with a grasp of global systems, global issues, the dynamics of how things are interrelated and interconnected in the world, and how society can best address global issues (Ron Moffatt, Director of the San Diego State University International Student Center). A globally competent learner “is able to understand the interconnectedness of peoples and systems, to have a general knowledge of history and world events, to accept and cope with the existence of different cultural values and attitudes, and indeed, to celebrate the richness and benefits of this diversity” ( Educating for the Global Community: A Framework for Community Colleges ).
Guiding Philosophy for the Work of the WVC Global Citizenship Committee and Global Citizenship Center
AAC&U's Core Commitments: Educating Students for Personal and Social Responsibility