Global Citizenship Education and Cultural Identities

1
Global Citizenship Education and Cultural
Identities

• KOJI NAKAMURA Professor of
  International Education
• Konan University, Kobe Japan

2
What is Globalization?

• 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.

3
What is localization?

• Localization means sustaining personal, local,
  republican, cultural, national identities, by
  raising the awareness of global interdependence.
  
• 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.

4
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)

5
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.
• The EU will be another arena of economic,
  multi-cultural and educational experiments unlike
  diversified multicultural societies in the US.

6
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.
• The more than twenty thousands transnational
  nongovernmental networks that bring diverse
  people together through common interests and
  concerns are today a major new set of actors in
  the international power (Boulding, 2000).

7
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.
• Human had learned to listen to one another and to
  the planet.

8
Awareness of Orientalism in global citizenship
education

• Said (1978) argued that European culture gained
  in strength and identity by setting itself of
  against the Orient as a sort of surrogate and
  even underground self, defining Orientalism as a
  Western style for dominating, restructuring, and
  having authority over the Orient.
• (Said,
  1978)

9
The Voice from Edward SaidLecture at Cairo Univ.
in 2003

• You cannot deal with others without profound
  knowledge of his or her culture, society and
  history.
• Force never works, because you can never
  destroys the will of people and the power of
  people.
• Idea is equality, coexistence and sustainable
  life. The present is our battle ground and
  knowledge is our main weapon.
  (Said2003)
• 
  

10
Our fragile earth devastated by nuclear tests
and wars
11
Global Human Rights IssuesCivil Wars,
Refugees, Poverty, Hunger, Child Labor and AIDS
are all linked with each other.
12
(No Transcript)
13
Graph 1 What makes 216 Japanese Students of
Konan University proud of Japan?
14
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) .
  This shows that 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.

15
Graph 2. What are the three most important
factors of Japanese identity among 216 Japanese
students of Konan University in 2005-2006?
16
Graph 3 The three most important factors of
British identities for 46 students of Leeds
University
17
Graph 4 The three most important factors of 49
German Identities for Students of Bochum Univ.
18
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)
  ???

19
National Pride among British, German, Japanese
and American Students

• British students of University of Leeds
  (n46)
• multiculturalism (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) ???????
• Multiculturalism (55.1) (n27) ?????
• American Students of University of Hawaii (N49)
• Multiculturalism (55.1)(n27)
  ?????
• Education (44.9) (n24)
  ????
• Science and technology (44.9)(n24) ????
• Japanese Students of Konan University
  (N216)
• Science and technology (62.0)(n134) ????
• Business Companies (50.9)(n110) ????

20
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

21
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.

22
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.

23
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

24
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.

25
Graph 8 Do you think of yourself as an Asian
citizen?The response from 216 Konan University
students. 2005-2006
26
Graph 9 Do you think of yourself as a Japanese
and Asian Citizen? The response from 216 Konan
University students. 2005-2006
27
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)

28
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 )

29
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

30
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

31
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

32
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.

33
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)

34
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)

35
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.

36
Reference

• Boulding, E. (2000). Cultures of Peace The
  Hidden Side of History.
• New York Syracuse University Press.
• Boulding, E. (1988). Building a Global Civic
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• 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
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