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Global citizenship

Idea that all people have rights and responsibilities from being a member of the world

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In general usage, the term may have much the same meaning as "world citizen" or cosmopolitan, but it also has additional, specialized meanings in differing contexts. Various organizations, such as the World Service Authority, have advocated global transnational citizenship.

The field of global citizenship, as a form of transnationality is transnationalism.

Usage

Education

In education, the term is most often used to describe a worldview or a set of values toward which education is oriented (see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations). The term "global society" is sometimes used to indicate a global studies set of learning objectives for students to prepare them for global citizenship (see, for example, the Global Studies Center at the University of Pittsburgh).

Global citizenship education

Within the educational system, the concept of global citizenship education (GCED) is beginning to supersede or overarch movements such as multicultural education, peace education, human rights education, Education for Sustainable Development, and international education. Additionally, GCED rapidly incorporates references to the aforementioned movements. However, most global citizenship programmes do not explicitly link their specific activities to their intended outcomes, which limits robust outcome assessment of these education programmes . The concept of global citizenship has been linked with awards offered for helping humanity. Teachers are being given the responsibility of being social change agents. Audrey Osler, director of the Centre for Citizenship and Human Rights Education, the University of Leeds, affirms that "Education for living together in an interdependent world is not an optional extra, but an essential foundation".

With GCED gaining attention, scholars are investigating the field and developing perspectives. The following are a few of the more common perspectives:

  • Critical and transformative perspective. Citizenship is defined by being a member with rights and responsibilities. Therefore, GCED must encourage active involvement. GCED can be taught from a critical and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCED requires students to be politically critical and personally transformative. Teachers provide social issues in a neutral and grade-appropriate way for students to understand, grapple with, and do something about.
  • Worldmindedness. Graham Pike and David Selby view GCED as having two strands. Worldmindedness, the first strand, refers to understanding the world as one unified system and a responsibility to view the interests of individual nations with the overall needs of the planet in mind. The second strand, Child-centeredness, is a pedagogical approach that encourages students to explore and discover on their own and addresses each learner as an individual with inimitable beliefs, experiences, and talents.
  • Holistic Understanding. The Holistic Understanding perspective was founded by Merry Merryfield, focusing on understanding the self in relation to a global community. This perspective follows a curriculum that attends to human values and beliefs, global systems, issues, history, cross-cultural understandings, and the development of analytical and evaluative skills.

Philosophy

Global citizenship, in some contexts, may refer to a brand of ethics or political philosophy in which it is proposed that the core social, political, economic, and environmental realities of the world today should be addressed at all levels—by individuals, civil society organizations, communities, and nation states—through a global lens. It refers to a broad, culturally and environmentally inclusive worldview that accepts the fundamental interconnectedness of all things. Political, geographic borders become irrelevant and solutions to today's challenges are seen to be beyond the narrow vision of national interests. Proponents of this philosophy often point to Diogenes of Sinope (c. 412 B.C.) as an example, given his reported declaration that "I am a citizen of the world (κοσμοπολίτης, cosmopolites)" in response to a question about his place of origin. A Tamil term, Yadhum oore yaavarum kelir, has the meaning of "the world is one family". The statement is not just about peace and harmony among the societies in the world, but also about a truth that somehow the whole world has to live together like a family.

Psychological studies

Global pollsters and psychologists have studied individual differences in the sense of global citizenship. Beginning in 2005, the World Values Survey (WVS), administered across almost 100 countries, included the statement, "I see myself as a world citizen". In the WVS Wave 6, conducted from 2010 to 2014, across the globe 29.5% "strongly agreed" and another 41% "agreed" with this statement. However, there were wide national variations, as 71% of citizens of Qatar, 21% of U.S. citizens, 16% of Chinese, and just 11% of Palestinians "strongly agreed". Interpreting these differences is difficult, however, as survey methods varied for different countries, and the connotations of "world citizen" differ in different languages and cultures.

For smaller studies, several multi-item scales have been developed, including Sam McFarland and colleagues' Identification with All Humanity scale (e.g., "How much do you identify with (that is, feel a part of, feel love toward, have concern for) ... all humans everywhere?"), Anna Malsch and Alan Omoto's Psychological Sense of Global Community (e.g., "I feel a sense of connection to people all over the world, even if I don't know them personally"), Gerhard Reese and colleagues' Global Social Identity scale (e.g., "I feel strongly connected to the world community as a whole"), and Stephen Reysen and Katzarska-Miller's global citizenship identification scale (e.g., "I strongly identify with global citizens"). These measures are strongly related to one another, but they are not fully identical.

Studies of the psychological roots of global citizenship have found that persons high in global citizenship are also high on the personality traits of openness to experience and agreeableness from the Big Five personality traits and high in empathy and caring. Oppositely, the authoritarian personality, the social dominance orientation, and psychopathy are all associated with less global human identification. Some of these traits are influenced by heredity as well as by early experiences, which, in turn, likely influence individuals' receptiveness to global human identification.

Research has found that those who are high in global human identification are less prejudiced toward many groups, care more about international human rights, worldwide inequality, global poverty and human suffering. They attend more actively to global concerns, value the lives of all human beings more equally, and give more in time and money to international humanitarian causes. They tend to be more politically liberal on both domestic and international issues. They want their countries to do more to alleviate global suffering.

Following a social identity approach, Reysen and Katzarska-Miller tested a model showing the antecedents and outcomes of global citizenship identification (i.e., degree of psychological connection with global citizens). Individuals' normative environment (the cultural environment in which one is embedded contains people, artifacts, cultural patterns that promote viewing the self as a global citizen) and global awareness (perceiving oneself as aware, knowledgeable, and connected to others in the world) predict global citizenship identification. Global citizenship identification then predicts six broad categories of prosocial behaviors and values, including: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and a felt responsibility to act. Subsequent research has examined variables that influence the model such as: participation in a college course with global components, perception of one's global knowledge, college professors' attitudes toward global citizenship, belief in an intentional worlds view of culture, participation in a fan group that promotes the identity, use of global citizen related words when describing one's values, possible self as a global citizen, religiosity and religious orientation, threat to one's nation, interdependent self-construal prime, perception of the university environment, and social media usage.

In 2019, a review of all studies of the psychology of global human identification and citizenship through 2018 was published.

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