Global Citizenship Education

Abstract

● For UNESCO, Global Citizenship Education (GCED) is an educational approach that nurtures respect and solidarity in learners in order to build a sense of belonging to a common humanity and help them become responsible and active global citizens in building inclusive and peaceful societies. GCED, combined with Education for Sustainable Development (ESD), converge in Target 4.7 of Sustainable Development Goal 4 on Education of the 2030 Agenda for Sustainable Development. ● Since its emergence in the global discourse on education (2012), GCED has been a contested concept. For some, it is perceived as dissociated from local needs and realities, while for others it is a timely approach that underlines the need to sharpen the relevance of education. Tensions and debates around GCED have been particularly intense in contexts where the words ‘global’ or ‘globalization’ are misconstrued as referring to processes that are exogenous to their societies -- for instance, with globalization being equated with “westernization”. ● All the while, UNESCO has observed that many countries and societies have national/local/traditional concepts that promote ideas that echo those at the core of GCED (for example, Liberté, Egalité, Fraternité in France, Hongik-Ingan in Korea, Ubuntu in Southern Africa). These local concepts resonate with the three notions that distinguish GCED from other educational approaches: (i) “respect for diversity”, (ii) “solidarity”, and (iii) a “shared sense of humanity”. ● These concepts are rooted in local cosmogonies, founding stories, and national histories, and they can often be found in constitutions, national anthems, and government policy documents, as well as in the writings of historical figures (“founding fathers and mothers”). ● Unfortunately, these concepts are sometimes insufficiently known and celebrated beyond their regions of origin. They are also sometimes insufficiently valued as meaningful starting points to teach and learn about GCED in ways that are locally relevant. For these two reasons, UNESCO has produced this document. ● The purpose of this publication is to identify examples of concepts that convey similar notions to those found in GCED and can serve as effective starting points for teaching it. ● On this basis, we hope to promote the idea that GCED is not a new concept but a shared aspiration among all peoples to live together in peace, both within and beyond their own borders.