American Journal of Applied Psychology

2017; 6(5): 118-122

http://www.sciencepublishinggroup.com/j/ajap
doi: 10.11648/j.ajap.20170605.16
ISSN: 2328-5664 (Print); ISSN: 2328-5672 (Online)

Ethics of Global Citizenship in Education for Creating a

Better World
Raouia Manseur
Department of Foreign Languages, University of Tlemcen, Tlemcen, Algeria

Email address:
roro91buzz@hotmail.com

To cite this article:

Raouia Manseur. Ethics of Global Citizenship in Education for Creating a Better World. American Journal of Applied Psychology.
Vol. 6, No. 5, 2017, pp. 118-122. doi: 10.11648/j.ajap.20170605.16

Received: June 23, 2017; Accepted: August 15, 2017; Published: October 23, 2017

Abstract: In a world that is full of dangerous and serious global issues, preserving human rights and keeping peace and
stabilization seem to be very difficult. EFL (i.e., English as foreign language) teachers should be wary of the global issues in
addition to the suspicious events, such as violence, inequality, injustice, disrespect and other negative aspects, which happen
outside their classrooms. Henceforth, to avoid or at least reduce the effects of the global problems, they should provide
instruction on the ethics of global citizenship to make their students cautious about what would be encountered outdoor since
they are members belonging to the same society. The responsibility of teachers increases in this status quo, especially in terms
of preparing their students to face the problems of the present epoch and equipping them with the skills and knowledge
required to be citizens who know their rights and duties. The ethics of global citizenship have their potential value in education
because they prepare learners to face the global issues and provide them with the necessary skills and ethical concepts, such as
respect, empathy, cooperation and many other standards in order to create global ethical societies.

Keywords: Citizens, Ethical Concepts, Education, Human Rights, Global Citizenship, Peace and Stabilization, Standards

Teaching the ethics of global citizenship has a preeminent role

1. Introduction in educational contexts. It contributes to the development of
The globalized world that is characterized by inequality, the students’ cognitive skills. For instance, through learning the
injustice and all forms of violence and intimidation is a need of ethics of global citizenship, a student would be able to
some standards, which may reduce the social and political critically think about the social situations and analyse issues
problems and bring back social equilibrium to communities related to real-life, in addition to identifying possible solutions
worldwide. Ethics of global citizenship are the principles, creatively and innovatively [15].
which help citizens overcome these problems, building rapport
with one another, maintaining peace and stability and realizing 2. Ethicss
justice and equality among people from different cultures.
Global citizenship is not only about keeping the positive Ethics is the moral values that control one’s attitudes,
aspects, such as justice and peace, but it is also about behaviours and actions. It is the standards, which determine
respecting all kinds of membership. This means valuing and what is socially accepted and/or rejected. Ethics is the virtues
esteeming people’s backgrounds, differences and cultural that organise a particular society and guide its citizens. Angle
belongings. A global citizen is someone who is committed to (2004) presumes that ethics refer to the degree of respect that
certain values, attitudes and behaviours.. This person is one shows in his/her behaviour. It is used as a judgement of
acquainted with the basic ethics required for a socially proper behaviour. Respect is the core aspect of good and bad
appropriate behaving and sustainable social relationships behaviour, which means the more one acts respectively, the
among the members of his/her community. In fact, a global more s/he sounds ethical [3]. Global citizenship is not given
citizen is defined as “someone who identifies with being part its importance although it may bring positive changes and
of an emerging world community and whose actions contribute ensure a stabilized society. It is observed that global
to building this community’s values and practices” [18]. citizenship is not given its real value, especially in education.
119 Raouia Manseur: Ethics of Global Citizenship in Education for Creating a Better World

“Global citizenship remained almost entirely absent from emphasizes political, economic, social and cultural
public debate” (p. 8) [13]. This may be due to people’s interdependency and interconnectedness between the local,
unawareness of its importance and lack of knowledge in the the national and the global” (p.3) [14]. Global citizenship
arena of the global citizenship ethics. The first reason may be helps one to listen to others and share opinions respectively.
referred to the non-inclusion of the ethics of global Creating safe and fair environment can be realized through
citizenship in education as a means of guiding learners in exposing leaners to an educational content, which reinforces
their social life and organizing the relationship among the ethics of global citizenship. This means that global
citizens. There should be a clear difference to be considered citizenship can be included within educational programs as a
between ‘Ethic’ and Ethics’. The former refers to the set of means to promote peace and stability in the society through
norms and standards, which imply how one should act and teaching students what global citizen is and how to be so
which guides the behaviours and decisions of a person or since the citizens who constitute the community are the ones
group of people, whereas the latter alludes to the systematic who should be committed to the ethics of global citizenship
and sustained reflection on the nature of a morality or ethic. in order to form an ethical globalized community. The most
These reflections can be informal, such as the moral values valuable principle of global citizenship is preserving human
and principles [7]. Ethics can be used to mean a plural noun rights. This is due to the fact that global citizenship is against
when talking about the set of principles, values and standards all types of violence, humiliation and unfairness. “Global
that organize the relationships among people, while it can be citizenship education (GCE) is a framing paradigm which
used to allude to a singular one when referring to the study of encapsulates how education can develop the knowledge,
these principles, values, standards and behaviours of the skills, values and attitudes learners need for securing world
members of a particular society. which is more just, peaceful, tolerant, inclusive, secure and
sustainable” (p. 9) [17].
3. Global Citizenship 3.2. What Is a Global Citizen
3.1. What Is Meant by Global Citizenship The words citizenship and citizen usually refer to a
As a concept, global citizenship has become popular in national or regional identity. One who is recognized as a
Europe and the Americas in government, civil society and citizen of a particular nation has the special rights and duties
educational discourses [2]. Citizenship is the membership, prescribed by the government of that nation [12]. A global
the fact of being related to a certain group that is determined citizen is someone who:
by particular characteristics, such as age, gender, political a. Respects multiculturalism.
affiliation and other features. However, global citizenship b. Realizes that unity and cooperation are the basic
implies thinking for the whole world, having an intention of features of global citizens.
improving it and creating a sustainable environment. c. Is aware that his/her actions affect the world around
Basically, “the United Nations Secretary-General’s Global him/her.
Education First Initiative (GEFI) has established education as d. Behaves respectively, and acts in an empathetic way.
a means to foster global citizenship. To support this, e. Has team-work spirit.
UNESCO organised two landmarks meetings on GCE in f. Helps other people and appreciates cooperation.
2013” [17]. Hashman et al. (2015) states that “global g. Takes the responsibility of global issues concerned
citizenship has been defined as requiring social with his/her society.
responsibility, recognition of global interconnectedness, and h. Knows his/her duties and rights very well.
an understanding of how global issues affect individual and i. Acts as an active member of the society for the sake of
community lives, how and why decisions are made which improving it.
affect the planet and life on it, and most importantly, means j. Understands that all parts of the world are
by which the future can be influenced” (cited in interconnected.
Andrzejewski & Alessio et al. 1999, p. 3). Thus, global k. Behaves ethically in all situations.
citizenship means that one takes the responsibility of global
matters related to his/her society. It concerns human rights 4. Global Citizenship Education
and social justice. Oxfam (2012) argues that global
citizenship is about understanding the need to tackle injustice Global citizenship is being embraced by educators, scholars,
and inequality, and having the desire and ability to work politicians and even business people [5]. It is required in
actively to do so. It is about “valuing the Earth as precious education due to its importance and advantages, which may
and unique, and safeguarding the future for those coming change the world into a better place. The present world is
after us” (p. 37) [11]. Whereas, Schattle (2008) claims that characterized by violence, inequality and injustice; therefore,
“global citizenship has its origins in civic management, global citizenship can bring change through the inclusion of its
cultural immersion, or educational programs” (p. 21). elements in the educational programs of schools and even
UNESCO defines global citizenship as “the sense of universities. The aim of global citizenship education is
belonging to a broader community and common humanity. It equipping learners of different age categories with knowledge,
values and skills, which reinforce instill respect for human
 American Journal of Applied Psychology 2017; 6(5): 118-122 120

rights, social justice, gender equality, diversity and for the ethics of global citizenship, especially in USA; for
environmental sustainability, in addition to empowering these example, they offer certificates in intercultural
learners to be responsible global citizens [14]. communication to promote the ethics of global citizenships.
“Global citizenship is not an additional subject _it is an This is mainly because these programs help students to be
ethos. It can best be implemented through a whole-school more aware of the different global issues and be accustomed
approach, involving everyone with a stake in educating with the ethics of global citizenship.
children, from the children themselves to those with teaching Global citizenship education is deemed an ethos, the moral
and non-teaching roles in the school, parents, ideas and attitudes that belong to a particular group or
governors/school board members, and the wider community” society, it is not just a subject to be taught in educational
(p. 2) [19]. Nonetheless, it is noticed that there is not much contexts. UNESCO in cooperation with many experts
emphasis on global citizenship in educational institutions and worldwide identified the key conceptual dimensions of
academic areas. Graham Pike discusses how the idea of global citizenship. These dimensions, which learners should
global citizenship was formed for at least a century and how be exposed to included the following : Cognitive skills (i.e.,
various educational institutions and other arenas of education acquiring knowledge and understanding and critically think
provided its content and characteristics. After that, Pike poses about the global issues), socio-emotional skills (i.e.,
the question of why the concept of global citizenship is rarely developing a sense of belonging to a common humanity and
used in education [1]. Citizenship education is based on the sharing responsibilities, rights and values), and behavioural
concept of helping young people, such as pupils and students skills (i.e., responsibly and effectively acting at local,
to understand that they have rights and responsibilities and national and international levels for a peaceful world) [16]. In
that their society works in a certain way in which they should other terms, global citizenship education can be used as a
play an active role. Education about citizenship will help holistic approach to reduce the negative global issues, such as
learners to consider their worth and value as individuals, injustice, victimization, harassment and many other features.
being unique citizens, differentiating between what is right Global citizenship can be reflected in the way one relates
and wrong, valuing difference and understanding that all to people around him/her: “it is as much to do with how
people are different in many ways, take into account that one visitors are welcomed as it is about what and how teachers
has duties and responsibilities as well as rights and teach”. This is because global citizenship in schools is based
understanding that one lives in a multicultural world where on the following principles:
all people are equal [4]. a. The importance of reaffirming or developing a sense of
“Urry’s (1999) model of global citizenship looks beyond identity and self-esteem
relying only on legal, nation-based constructions to instead b. Valuing all pupils and addressing inequality within and
rely upon the significance of one’s culture, minority status, outside school
ecological footprint, consumerism, and mobility as ways for c. Acknowledging the importance of relevant values,
conceptualizing citizenship” [10]. Global citizenship attitudes, and personal and social education
education is transformative since it gives learners the d. Willingness to learn from the experiences of others
competencies and opportunity to know their rights and around the world
obligations in order to form a better place and build a e. Relevance to young people’s interests and needs
prosperous future. It is based on learning from other f. Supporting and increasing young people’s motivation
transformative education processes, particularly human rights to effect change
education, education for inter-national/intercultural g. A holistic approach to Global Citizenship-that it should
understanding, education for sustainable development and be an ethos permeating all areas of school life (Cited in
education for peace [13]. Oxfam, 1997, p.2) [19].
Global citizenship should be closely related to the school
4.1. How to Teach Global Citizenship curriculum and applied in all educational institutions, being
The concept global citizenship in relation to education is as a subject to be taught to pupils and students. This can
used by educators in varied contexts in order to bring the contribute to forming global citizens and developing the
world into their classrooms or send their learners to the global citizenship skills. Thus, schools should be the first
world, so that they can be exposed to new content and source of promoting global citizenship education worldwide.
various experiences [2]. Developing international There should be a bridge, which relates schools to the
communication can be achieved by engaging students in the outdoor environment.
global citizenship, and several materials, methods, 4.2. Some Aims of Global Citizenship Education
approaches and activities can be used to teach global
citizenship. For instance, videos can be useful to show how a Global citizenship education aims at:
global citizen behaves in his/her society and how the a. Creating a better world that is based on considering
relationships can be maintained among globalized citizens. In and respecting others;
the United States, a survey of social studies teachers revealed b. Listening carefully to one another;
that 60% claimed that global citizenship is required for civics c. Being understandable and avoiding misunderstanding;
education [5]. Many universities introduce specific programs d. Stabilizing the notion of fairness, diversity and peace;
121 Raouia Manseur: Ethics of Global Citizenship in Education for Creating a Better World

e. Appreciating solidarity; systematically and creatively. This implies using a multi-

f. Promoting responsibility; perspective approach, which involves different perspectives,
dimensions, issues and angles, such as problem-solving skills
4.3. Some Possible Advantages of Global Citizenship and reasoning [8].
Education Further, global citizenship deals with how the cognitive
In the future, EFL teachers would : abilities affect the social relationships. That is, developing a
a. Promote the sense of partnership through mutual mental competence that allows one to behave more
agreement and interdependence. appropriately in different situations can preserve and strengthen
b. Develop the students’ competencies, enable them to be the social links among people. Global citizenship education
active members of the society and engage them develops “a better understanding of how mental health impacts
effectively in the world. on an interconnected global society and a recognition of the
In the future, students would be: global importance of tolerance and respect for an individual’s
a. Respectful citizens. human rights with respect to mental health issues” [6].
b. Collaborative and united members of the society.
More importantly, education will be improved because 6. Conclusion
teachers would be wary of the world challenges that their
students may encounter, and learners would be also aware of Global citizenship education can be used as a pedagogical
their responsibilities towards their environment, being good approach to raise the students’ awareness towards the global
citizens whom first aim is creating a better world. issues and how they can ethically deal with different
Global citizenship is meant to create a stable place in problems they may encounter in their daily life. Global
which everyone can live in peace, and the relationship among citizenship education implies providing students with
the citizens of a certain society can be based on respect, instruction on various values and skills to create a better
fairness and other positive aspects. It is claimed that “the world, which characterized by peace, fairness, stability and
adoption of ideas of global citizenship would help to make other positive features. Imparting knowledge that is related to
the world a better place in which to live” (p. 12) [7]. ethical virtues in educational institutions and academic areas,
Therefore, global citizenship is the way to a stable and well- such as schools and universities can bring positive effect for
organized societies worldwide. The concept of global both individuals and communities.
citizenship can guide the citizens in terms of moral
responsibilities and develop their sense of social duties. It can
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