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Global citizenship is a concept of a global community with people around the world can contribute to and be a part of effectively as they would as a national system of any country. Global communities focus on issues of local, global and intercultural areas understanding different perspective and other world views which are vital to a global community. Global citizens engaged in open and effective interactions across all cultures. Connections of people have influenced the power of the internet and the information area. It has given individual the capabilities to effectively understand world views of other’s perspectives, culture and events. The essay aims to evaluate global citizenship and what are the influential factors that impact this.
A global citizen is one who embraces and respects the broader community and the role in it. They play an important part in their neighbourhoods and collaborate alongside others to build the world more equitable, reasonable and sustainable (Sorrells, 2020). Create own interpretation of the events of the day. Global communities focus on areas such as recognizing the areas of interconnections of the life, upholding diversity of culture and civil rights, fostering greater social equity, emphasizing with the distress of people in extreme poverty and having a sense of moral responsibility for the globe. These are just some of many retreats a global citizen can have.
The growing dimensions of nationalism can primarily be linked to the rapid technological change that is taking place and the availability of foreign travel. Individuals are no longer restricted to a single information outlet that can effectively determine how they feel about own government and those surrounding them, but the Web and social networking have expanded the door to new media outlets and social advocacy. Connecting with others around the globe digitally allows one to see that we also have more parallels than commonly believed with certain races, societies or faiths. We just want the simple needs of food, safe water, housing, peace and happiness, and never know that because of the income gap and the greed of some at the top, so many people worldwide are going without it.
The values and practices of a global system can also vary but being at a national system does not imply that global citizenship differs from the basis and importance of the national citizens. It is believed that being part of a global community will be extremely beneficial towards individual’s own national identity in the community in regards to social engagement at a local level and also understanding of issues raised in the local community (Pais & Costa, 2020). The practices of global citizenship can creep bridges between internationalization and multicultural education.
Global citizenship is more about empowering young people to build the awareness, expertise and principles that they need to connect with the community. Global citizenship supports young individuals to; create their interpretation of the events of the day, think of their beliefs and what's essential to them, bring studying to the modern world, dispute bigotry and racism, engage in their state, regional and global cultures, create a case and share their views, know that they could behave and to affect the environment around them.
In specific, the word may have the same definition as that of "global resident" or cosmopolitan, but it often has specific, unique uses in various ways. Until anyone accepts the notion of global citizenship, they must first grasp the definition of cosmopolitanism, the foundation on which the interpretation of global citizenship will have to be centred. Cosmopolitan identity is used to address the fundamental spiritual paradox at the core of the democratic state (Torres, 2017). It is used to inform people of the unfinished normative activity of the democratic state and to call their focus to greater ethical standards that are yet to be incorporated in political existence.
Being a responsible citizen involves accepting moral accountability for one's choices and acts, including consideration for others, adherence to rules and regulations, and providing a positive example to others. Urban people have a sense of duty to intervene when the freedoms of others are abused, no matter where they reside in the country.
Social networking has improved individuals by getting more mindful of the position as a global citizen. It enables individuals to interact in real-time and to talk about issues with individuals who are undergoing them. Hashtags have been especially helpful in generating some of this social recognition.
The four key critiques of the notion of universal citizenship are focused on their experiences. Only, so far, we have had little interaction with global governance institutions. Global citizenship cannot be handled without these organizations. Moreover, as though such a global state occurs, it would be governed by one or two of the most influential nations. Secondly, the definition and application of ethics are subject to society and thus universal ethics cannot be standardized. Three, primordial bonds also offer rise to very powerful passions (Tarozzi & Torres, 2016). Individuals should have a strong attraction to others that are similar to them, both behaviorally and geographically.
Multi-cultural people depend strongly on the openness of the Internet because of the prevalent role of dialogue and collaboration through cultures in their democratic activities. In the previous two decades, the Internet has given important assistance to those wanting to engage in public activities outside their near regional borders.
Being a global citizen of developed countries ensures that the family has the opportunity and the excellent benefits of the finest schooling, health care, social services and democracy while maintaining a healthy and secure living climate (Pathak-Shelat, 2018). Various factors are affecting global citizenship such as environment, human rights, poverty, health, etc.
The social factor is the one that affects global citizenship. It has been found that considering this type of factor values and belief of individuals living in the society is known. In the case when the social factor is not at all in favour and people do not prefer taking part in the community participation then it in such case it can act as a hurdle in global citizenship. Presence of adverse social factor can prevent people from taking responsibility for their actions and in turn, it can act as the main limitation also.
The second main factor that affects global citizenship is political like if in the case when political parties encourage global citizenship through which global people can know values and beliefs of each other then it has a positive influence on this concept (Carano, 2018). At the same time, when political factors are not at all favourable then it acts as one of the main limitations to focus on the development of global citizenship.
The global crisis, particularly conflict, environmental degradation, extremism and nuclear proliferation, is threatening the stability and protection of the planet. Many of these crises are the consequence of misconceptions and lack of knowledge of one another's cultures.
From the above study, it has been evaluated that global citizens are seeking to recognize and feel respect with other nations. Global people are behaving equally with their preferences, actions and expressions. Global people feel they are just as relevant as anyone else. Urban people agree that everybody is fair. Along with it, it has been identified that global member requires a specific set of skills in the 21st century such as critical thinking and problem solving, collaboration, technology skills, adaptability, and cross-culture awareness. Social media has strengthened individuals by getting them more conscious of their role as a citizen of the world.
Carano, K. T. (2018). Global citizenship. No Reluctant Citizens: Teaching Civics in K-12 Classrooms, 203.
Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical Studies in Education, 61(1), 1-16.
Pathak-Shelat, M. (2018). Social media and youth: Implications for global citizenship education. In The Palgrave handbook of global citizenship and education (pp. 539-555). Palgrave Macmillan, London.
Sorrells, K. (2020). Social justice, diversity, and intercultural–-global citizenship education in the global context. The Routledge Handbook of Language and Intercultural Communication.
Tarozzi, M., & Torres, C. A. (2016). Global citizenship education and the crises of multiculturalism: Comparative perspectives. Bloomsbury Publishing.
Torres, C. A. (2017). Theoretical and empirical foundations of critical global citizenship education (Vol. 1). Taylor & Francis.
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