Global Citizenship Education in Japan Influenced by Globalization and Localization

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Global Citizenship Education in Japan
Influenced by Globalization and Localization

• A Presentation for WCCES 2007
• September 3-6
  KOJI NAKAMURA Professor of
  International Education
• Konan University, Kobe Japan
• Human had learned to listen to one another and to
  the planet (Boulding, 2000).

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What is globalization and localization?

• How do you define globalization?
• Could we explain Globalization in the 21st
  Century with
• Conflict Theory
• Conversion Theory
• or Diversion Theory ?
• (Economy, Technology, Politics, Education,
  Environment, Culture and People)

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Definition of globalization and localization in
global citizenship education for peace

• Globalization is neither the convergence of
  Westernization nor Americanization.
• Globalization is neither Euro-centered
  homogenization nor American-centered
  assimilation.
• (Nakamura 2002,
  2004)
• Economy, Technology, Politics, Education,
  Environment, Culture and People

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What is Globalization in global citizenship
education for peace?

• Globalization means global and transnational
  interactions of people, shared cultures,
  information and technology, education, economy,
  ecological management and value systems beyond
  the cultural divide between East and West, North
  and South and Orientalism and Occidentalism.
  (Nakamura, 2004)

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What is localization in peace?

• Localization means sustaining personal, local,
  republican, cultural, national identities, by
  raising the awareness of global interdependence
  and sustainability.
• Boulding (2000, p.272) emphasizes that with
  the new localism, children were more integrated
  into the life of the community than they had been
  in the previous century, and the peace education,
  training, and service programs that had begun
  early in the twenty-first century helped make
  schools major focal points of each community.

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Positive Effects of Globalization

• 1 Cross-border interactions and interdependence
  between and among people and countries
  (internationalization)
• 2 Democratization and liberalization through the
  borderless interaction of people and information
  (Democratization and Liberalization)
• 3 Sharing supra-national and universal values,
  such as liberal democracy, fundamental human
  rights, sustainable development, human
  solidarity, charity, philanthropy and citizenship
  in a democratic
• civil society. (Universalization)

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Globalization and multicultural identifications
for human solidarity

• Globalization has brought about a dramatic
  increase in multicultural, bicultural,
  transcultural and transnational people who have
  several layers of personal, cultural, ethnic,
  national and global identifications. (VTR)
• This is a light of the 21st century.
• The EU is another arena of economic,
  multi-cultural and educational experiments.

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A Bed and Breakfast in Pateley Village in
Yorkshire , UK
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Multicultural British in London
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BBC?ITV Newscasters in UK

• Asad Ahmed BBC Newscaster

Sir Trevor McDonald, OBE (born 16 August 1939)
is a Trinidadian-born British ITV News Presenter.
Until 2005, he was a newscaster with ITN, notable
for having been the first black news anchor in
the UK. He received the best newscaster
prize. BBC News Presenter - Moira Stuart
Elegant newsreader Moira Stuart was born and
brought up in Britain, but has spent a lifetime
trying to answer the question, 'But where are you
from?' "I couldn't give a definitive answer," she
says. "I am a true mongrel - and proud of it."
George Alagiah was born in Sri Lanka in
November 1955. George also presents World News
Today on BBC World, the BBC's international news
and information television channel.  
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NGO Positive Effects of Globalization

• One context in which the micro-macro linkage of
  utopian experiments should be seen in the rapid
  development of transnational nongovernmental
  organization in the 20th century.
  (VTR MSF)
• The more than twenty thousands transnational
  nongovernmental networks that bring diverse
  people together through common interests and
  concerns are major new set of actors in the
  international power (Boulding, 2000).

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Negative Effects of Globalization Todays
Fragile World Survive or Perish?

• Korten (1999) states that it is now our time to
  accept responsibility for our freedom or perish
  as a species that failed to find its place of
  service in the web of life.
• Boulding (2000) states that as a species, we have
  overrun our niche and deprived countless other
  species of their habitats.
• Global/domestic poverty and disparity are getting
  more serious all over the world in the 21st
  century.

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Chad The Aboubakar family of Breidjing
CampFood expenditure for one week 685 CFA
Francs or 1.23Favorite foods soup with fresh
sheep meat
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Germany The Melander family of BargteheideFood
expenditure for one week375.39 Euros or
500.07Favorite foods fried potatoes with
onions, bacon and herring, fried noodles with
eggs and cheese, pizza, vanilla pudding
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Global Human Rights IssuesCivil Wars,
Refugees, Poverty, Hunger, Child Labor and AIDS
are all linked with each other.
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Our fragile earth devastated by nuclear tests
and wars
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???
2012/1/13
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The achievement of universal primary education
within a decade in all developing regions would
cost only 7-8 billion annually

• To put this figure in context, 7-8 billion
  represents
• About 4 days worth of global military
  expenditure
• 7days worth of currency speculation in
  international markets
• Less than half of what North American parents
  spend on toys for their children each year
• Less than the annual amount that Europeans
  spend on computer games or mineral water.
• (Break the Cycle of Poverty by Oxfam)

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What can you see from one banana?
2012/1/13
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Japan Today Nation at Risk

• 1. A faceless Economic giant without having a
  clear political voice in the international
  community
• 2. Multicultural deficiency in conformity
• 3. Educational turmoil School Career-
• oriented Society for competition for
• numerical targets, profitability and
• productivity
• 4. The increasing Juvenile Delinquency
• 5. Brain Drain and Credibility Gap
• 6. The deterioration of habits of the heart as a
  Japanese citizen and global citizen in
• liberal democracy.

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Entrance Examination in school career oriented
societies in Japan
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Individualism and Responsibility for Local and
Global Community

• Japan has learned and borrowed utilitarian
  individualism and expressive individualism from
  the United States and the West.
• Japan has not learned enough about civic
  individualism, the commitment to local
  communities which are the very core of American
  individualism in the context of habits of the
  heart by Robert Bellah (1985).

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Entrance Examination in school career oriented
societies in Japan
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University Education The quality of university
education is questioned and examined as the
result of the remarkable decrease of young
students in Japan
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Students lecture Global Citizenship
Education as a part of Teaching Profession Course
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A Lerner-centered Communicative Classroom on (War
in Iraq) (Debate class in English)
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The comparison of national pride among British,
German and Japanese university students

• Japanese students are proud of science and
  technology (62.0), Japanese Enterprises (50.9),
  economic performance (42.6), liberal democracy
  (37.0) and security and crime rate (36.6) .
• British and German students are proud of their
  post-industrial and multicultural society blessed
  with social welfare, while Japanese students seem
  to be proud of the components of an economic
  giant with high technology.

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Graph 1 What makes 216 Japanese Students of
Konan University proud of Japan?
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National Pride among British, German, Japanese
and American Students

• British students of University of Leeds
  (n46)
• Cultural diversity (76.09) (n35) ?????
• liberal democracy (47.83) (n22) ???????
• English pound (32.61) (n15)
  ???????
• Social Welfare (23.9) (n11) ????
• German students of Bochum University
  (N49)
• Social Welfare (67.47) (n33) ????
  
• Liberal Democracy (61.22) (n30) ???????
• Cultural diversity (55.1) (n27) ?????
• American Students of University of Hawaii (N49)
• Cultural diversity (55.1)(n27)
  ?????
• Education (44.9) (n24)
  ????
• Science and technology (44.9)(n24) ????

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National pride among Japanese and Thai graduate
Students

• Japanese Students of Konan University, Kobe Japan
• Science and technology (62.0)(n134)
  ????
• Business Companies (50.9)(n110)
  ????
• Economic performance (42.6) (n92) ???
• Liberal Democracy (37.3)(n80)
  ??????
• Thai graduate students of Srinakharinwirot
  University, Bangkok Thailand
• King and Royal Family (87.5)(n35) ?????
• Religion (Buddhism) (52.5)(n21) ??(??)
• Cultural diversity (38)(n17)
  ?????
• Love for others (38)(n17)
  ?????

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Graph 2. What are the three most important
factors of Japanese identity among 216 Japanese
students of Konan University in 2005-2006?
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Graph 3 The three most important factors of
British identities for 46 students of Leeds
University
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Graph 4 The three most important factors of 49
German Identities for Students of Bochum Univ.
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The three important factors of national Identities

• British Students of Leeds University, Yorkshire,
  UK (46) ??????
• 1. English language (52.2) (n24) ??
• 2. Cultural heritage (39.1) (n18)
  ????
• 3. History (37.0) (n17)
  ??
• 4. Liberal democracy (32.6) (n15)
  ???????
• 5. Ethnic diversity (28.3) (n13) ?????
• German Students of Bochum University, Germany
  (49) ???????
• 1. History (61.2) (n30)
  ??
• 2. Liberal democracy (51.0) (n25)
  ???????
• 3. Human rights (44.9) (n22)
  ??
• 4. German language (40.8) (n20)
  ????
• 5. Cultural heritage (30.6) (n15)
• American Students of University of Hawaii (49)
  ????????
• 1 American English (61.2)(n30)
  ??
• 2 Cultural Heritage (51.0)(n25)
  ????
• 3 History (30.6)(n15)
  ??
• 4 Citizenship (28.5)(n14)
  ???
• Japanese Students of Konan University in Kobe,
  Japan (216)??????
• 1. Japanese Language (66.2)(n143)
  ???

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The Preamble of the Charter of Fundamental Rights
of the Union in the Constitution of the European
Union (2004)

• The peoples of Europe, in creating an ever closer
  union among them, are resolved to share a
  peaceful future based on common values.
• universal values of human dignity, freedom,
  equality and solidarity
• The Union contributes to the preservation and to
  the development of these common values while
  respecting the diversity of the cultures and
  traditions of the people of Europe

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Hague Appeal for Peace/Global Campaign for Peace
Education

• A culture of peace will be achieved when
  citizens of the world understand global problems,
  have the skills to resolve conflicts and struggle
  for justice non-violently, live by international
  standards of human rights and equity, appreciate
  cultural diversity , and respect the Earth and
  each other. Such learning can only be achieved
  with systematic education for peace.

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European Citizenship

• The kernel of citizenship in the European Union
  lies in sharing and ensuring the common values of
  human rights and obligations, freedom, equality,
  autonomy and solidarity as peace-loving citizens
  within the framework of liberal democracy in
  diverse societies. The European citizenships
  declare that the Union respects the diversity of
  the cultures and traditions as well as each
  national and cultural identity.

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The European educational initiatives

• The European Exchange Program for Young Workers
  Erasmus is the established project for
  encouraging exchange and mobility among EU member
  states for students in the university sector.
• Comett is a project intended to improve
  technical training, especially in the new
  technologies, by placing students and young
  workers

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The Comparison between the dual identities of the
British and European citizens and those of
Japanese and Asian citizens in 2005

• It is very meaningful to compare the responses of
  dual identities of the British citizen and
  European citizen with those of the Japanese and
  Asian citizens. (Nakamura 2005. p. 17).
• Among 100 British citizens 58 (n58) of the
  British think of themselves as both British and
  European at the same time.
• 59 (n59) of the Japanese students feel that
  they are both Japanese and Asian citizens at the
  same time in 2005.

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Graph 8 Do you think of yourself as an Asian
citizen?The response from 216 Konan University
students. 2005-2006
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Graph 9 Do you think of yourself as a Japanese
and Asian Citizen? The response from 216 Konan
University students. 2005-2006
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The Voice of German and British University
Students on their National Identities

• German identity lies in history influenced by
  the past (World War II) and the lesson to learn
  from these events. German student of Bochum
  university-
• German identity is a strong awareness of
  historical responsibility.
• German student of Bochum university-
• For me being British is the ability to live in
  harmony with people of all nationalities with
  respect to the cultural roots of all those who
  choose to be or are British citizens.
• (Scottish, male, 25, university student,
  Glasgow)
• British people are multicultural, multiethnic
  and very diverse, BUT there is always an
  underlying British pride regardless of racial
  backgrounds.
• (English, male, 21, university student,
  Liverpool)

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The voice of a Japanese Student from the global
citizenship education class

• The most important part of Japanese history is
  the wars we were involved in. It is true that we
  live today, but we can learn the value of peace
  from our tragic history. We must pass the lesson
  of our history on to the next generation.
• (R Asayama. Sophomore, economics in 2004 class )

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Necessary Knowledge for Global Citizenship
Education for peace

• Positive and negative effects of globalization
  and cultural identities
• Exploring the compatibility of national
  identities and global citizenships North-South
  Problems global poverty, interdependence, civil
  wars, child labor, refugee and AIDS
• Direct violence war and terrorism and structural
  violence poverty and discrimination
• The Concept of Peace and well-being
• Environment and sustainable society

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Necessary Knowledge for Global Citizenship
Education for peace

• Nuclear weapons and conventional weapons
• Hiroshima, Nagasaki Okinawa, Holocaust, and
  Nanjing massacre
• Conflicts analysis, prevention and resolution
• National interests and global interests
• The philosophy of the Charter of the United
  Nations, the Constitutions of the EU
• Partnership among international organizations,
  governments, private sectors and NGOs

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Necessary Skills for Peace Education

• Communication with active listening
• Reconciliation by integrating opposed ideas
• Harmony and cooperation
• Critical thinking and problem-solving
• Empathy and compassion
• Patience and self-control
• Media literacy with critical views
• Leadership and membership
• Mediation and negotiation
• Conflict resolution

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Global Literacy A New Paradigm for Global
Citizenship Education

• Global literacy includes cross-cultural
  competence and sensitivity with multicultural,
  transcultural and transnational perspectives.
• It also requires communicative competence in an
  International Language (ex.EIL) for global
  dialogue.
• Also it develops cognitive, affective, social
  skills to reconcile from mutually shared strength
  and integrate seemingly opposing values on a
  higher level for the purpose of equitable
  coexistence.

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Conclusion

• In conclusion, the compatibility of British and
  German identities with European citizenship can
  be a mirror that reflects the discrepancy and
  harmony of multiple identities in a multicultural
  civil society, and it serves as a lesson for
  every nation and government. As Japan is an
  island nation in Asia, there must be not a few
  things to learn from the compatibility of British
  and German identities with European citizenship
  in order to help stabilize, and hopefully unite,
  todays confused Asia. As Kofi Anan (2006), the
  Secretary General of the United Nations said,
  You cannot choose your neighbors.

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Reference

• Boulding, E. (2000). Cultures of Peace The
  Hidden Side of History.
• New York Syracuse University Press.
• Boulding, E. (1988). Building a Global Civic
  Culture Education for
• an Interdependent World. New York Syracuse
  University Press.
• Nakamura, K (2006) The compatibility of British
  Identities with
• European Citizenship Qualitative and
  Quantitative Research.
• Identity, Education and Citizenship-Multiple
  Interrelations. (Ed)
• by Jonas Sprogoe Thyge Winther-Jensen.
  Frankfurt Peter
• Lang. pp. 65-90
• Nakamura, K. (2004). Fostering Global Literacy
  among Japanese University Students through Global
• Citizenship Education. The Journal of the
  Institute for Language and Culture, Konan
  University. 8, 1-29.
• Nakamura, K. (2002). Developing Global Literacy
  through English as an International Language
  (EIL) Education in Japan. International Education
  Journal Vol.3, No.5, 2002. WCCES Commission 6
  p.63-74.
• Overby, C. (2001). A Call for Peace The
  Implication of Japans War Renouncing
  Constitution. Tokyo Kodansha International.
• Willis, D. (2002). Citizenship Challenges for
  Japanese Education for the 21st Century Pure
  or Multicultural? Multicultural Citizenship
  Education in Japan. International Education
  Journal
• Vol.3, No.5, 2002. WCCES Commission 6.
• Willis, D. (2000). Creating Cultural Worlds
  Transformative Cultures and the Dawn of the
  Twenty-First Century. Creating Context. Arizona
  Zephyr Press.

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Transformative Attitudes for Peace Education

• Global village concern and neighborhood concern
  for peaceful coexistence
• Ecological awareness for a sustainable
  environment
• Respectful attitude towards human life, dignity
  and diversity
• Reflective and transformative attitudes towards
  daily life
• Reflective and transformative teaching and
  learning
• Non-violent attitude with tolerance and
  reconciliation

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How can we cope with different cultures with an
effective strategy for cultural confrontation?

• awareness
• respect
• communication
• reconciliation
• Integrating opposing ideas from mutually shared
  strength.

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Awareness

• 1 Understanding explicit cultures and implicit
  cultures of ones home culture and that of other
  cultures is a lifetime commitment.
• 2. Stereotypes and prejudice come from lack of
  information and direct contact. We can avoid
  negative stereotypes and prejudice with cultural
  relativism, cultural sensitivity and
  trans-cultural perspectives.
• 3. Cultural borders are not where civilizations
  clash but where civilizations flourish with
  cultural diversity.

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Respect

• 1 To be respected we must respect
• others with cultural sensitivity and
  diversity. Even if we dont understand other
  cultures we can respect each other. Respect is a
  good start for inter/cross-cultural
  communication.
• 2 To be accepted we must accept others. To be
  loved we must love others, too.

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Communication

• 1. Effective verbal and nonverbal
• communication skills with
• active listening have a
• dramatic power.
• 2. Communication overcomes,
• ignorance, indifference,
• intolerance, prejudice,
• discrimination and
• xenophobia.

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Reconciliation

• 1 We can reconcile from mutually shared cultural
  strength in order to integrate seemingly opposing
  values on a higher level. (Trompenaars1999)
• 2 We can reframe a new cross-cultural perspective
  beyond Orientalism and Occidentalism,
  particularism and universalism, conformity and
  diversity/pluralism through reconciliation and
  integration.

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The components of global literacy

• 1 Cultural literacy (basic cultural competence
  and skills to live in ones home culture)
• 2 Cross-cultural literacy (competence and skills
  to adjust between ones home culture and a target
  culture)
• 3 Multi-cultural literacy (cultural sensitivity
  and skills to live responsibly in cultural
  diversity, reconciling cultural differences and
  integrating opposing cultural values in a
  multicultural and interdependent world)

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The component of global literacy

• 4 Delicate balance of ones personal, cultural,
  national and global identifications and roles
• (competence to accept and balance
  pluralistic/dual/multiple identities)
• 5 Communicative competence in EIL for global
  communication
• (communication skills to create a peaceful
  and
• equitable symbiosis)
• 6 Awareness as a global citizen to participate in
  solving global and human problems
• (awareness of global village concern for
  equitable participation and problem-solving
  competence as a new reframing global concept)

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Why do we have to give peace education in higher
education?

• 1 Influenced by the consequences of positive and
  negative globalization,
• the kernel of international education is
  fostering of peaceloving students (citizens)
  capable of participating in building a peaceful
  and sustainable society.
• 2 Peace education for university students will
  sow the seeds of a culture of peace for future
  generations.
• 3 Students and teachers are to commit themselves
  to building a sustainable and peaceful world.

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The Attitude of Educators in International
Education

• 1 Educators should be aware of the urgent
  necessity of peaceful and sustainable coexistence
  on this fragile earth.
• 2 Educators should redefine the true meaning of
  well-being as a transformation from material
  possession and consumption into well-being.
• 3 With the power of human love, educators should
  plant seeds of global literacy deep in the hearts
  of students.