Global Citizens appreciate other cultures, countries, and languages and are aware of the global implications of local decisions or the local implications of global decisions. Becoming a Global Citizen will prepare our students to live and thrive in a multicultural world and to compete successfully on the global market.
Use their understanding of diversity and the 'common good' to work constructively, respectfully and effectively with local and global communities and workplaces.
|Understand the impact of culture and global issues on professional practice||Demonstrate the skills to appropriately interact with people from a range of cultural, linguistic and religious backgrounds||Use the qualities and behaviours of a professional global citizen to work effectively in trans-cultural contexts|
A graduated or tiered approach to the implementation of the information and research literacies GLO is recommended. The GLO elements need to be made explicit (learning outcomes / assessments / rubrics) in several core subjects throughout the course. They may also be implicit in many other subjects in the course.
The recommended development of global citizenship is:
Global Citizenship cannot be considered as "a once in a lifetime event" rather it is an ongoing process that the student as a member of human race is able to practice the act of being respectful, responsible for self and others in the planet and take responsibility to change. The most pedagogically sound approach is to contextualise the concept and develop critical thinking and apply practices across the breadth of the course. That is, identifying a range of global topics relevant and contextualised to the course.
Explicit acknowledgement of the knowledge, skill and application of the Global Citizenship GLO in the learning outcomes, assessment tasks and rubrics of at least 3 assessments in core subjects in a course. This should be supplemented by rich, multicultural examples in learning activities throughout.
Oxfam suggests emphasis should not only be on knowledge and understanding of the background to global problems but also on:
Some examples of teaching activities or initiatives are:
Assessment of this GLO needs to be explicit and contextualised.
The following example rubric is for a group of students who are asked to demonstrate an understanding of the 'application element of global citizenship. This rubric addresses both the Global Citizenship and ethics GLO.
|Student uses the qualities and behaviours consistent with professional values informed by global citizenship and work effectively in trans-cultural contexts|
Shows acceptance of cultural differences, including subtle or hidden differences, and is not troubled by ambiguous situations.
Has flexible ideas about what "should" occur when attempting to work respectfully and effectively in a culturally diverse work environment.
Demonstrates commitment to act, live, and create ethically in an attempt to enhance global society or environment.
Shows acceptance of a range of cultural differences, and can manage ambiguous situations.
Shows some flexibility about what "should" occur when attempting to work respectfully and effectively in a culturally diverse work environment.
Decisions and actions are generally based on the ethical considerations of what could either enhance or diminish global society or environment
Shows acceptance of cultural differences, though may show some difficulty by an ambiguous situation.
May have a few fixed ideas about what "should" occur but decisions and actions are generally based on the ethical considerations of what changed or could change global society or environment.
| Shows acceptance of the obvious cultural differences, though shows difficulty in ambiguous situations. |
May have fixed ideas about what "should" occur, but generally acts in an ethical manner.
|Shows minimum acceptance of cultural differences and evidences a self-centric view of culture.|