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Global Citizenship Education and Cultural Identities

Global Citizenship Education and Cultural Identities. KOJI NAKAMURA Professor of International Education Konan University, Kobe Japan. What is Globalization ?.

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Global Citizenship Education and Cultural Identities

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  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 GlobalizationToday’s 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 andknowledge is our main weapon. ”(Said:2003)

  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. Graph 1: What makes 216 Japanese Students of Konan University proud of Japan?

  13. 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.

  14. Graph 2.What are the three most important factors of Japanese identity among 216 Japanese students of Konan University in 2005-2006?

  15. Graph 3: The three most important factors of British identities for ４６ students of Leeds University

  16. Graph 4 :The three most important factors of 49 German Identities for Students of Bochum Univ.

  17. The three important factors of national Identities British Students of Leeds University, Yorkshire, UK (46) 英国の大学生 • 1. English language (52.2%) (n=24)　　　　 　 　英語 • 2. Cultural heritage (39.1%) (n=18)　　　　　 　文化遺産 • 3. History (37.0%) (n=17) 歴史 • 4.Liberal democracy (32.6%) (n=15)　　　　 　 自由な民主主義 • 5. Ethnic diversity (28.3%) (n=13)　　　　　　　　　　多文化主義 German Students of Bochum University, Germany (49) ドイツの大学生 • 1. History (61.2%) (n=30)　　　　　　　 歴史 • 2.Liberal democracy (51.0%) (n=25)　　　 　　　 自由な民主主義 • 3. Human rights (44.9%) (n=22)　　　　　　 　人権 • 4. German language (40.8%) (n=20) ドイツ語 • 5. Cultural heritage (30.6%) (n=15) American Students of University of Hawaii (49)　　アメリカの大学生 1 American English (61.2%)(n=30) 　　　　英語　 2 Cultural Heritage (51.0%)(n=25)　　　　　　　　　　文化遺産 3 History (30.6%)(n=15) 　　　　　　歴史 4 Citizenship (28.5%)(n=14) 　　　　　　　市民権 Japanese Students of Konan University in Kobe, Japan (216)日本の大学生 • 1. Japanese Language (66.2%)(n=143) 日本語 • 2. Human Rights (43.5%)(n=94)　　　 　 人権 • 3.National Pride (29.2%)(n=63) 国民的誇り • 4. Cultural Heritage(37.0%)(n=80)　　　　　 　　文化遺産 • 5. History (35.6%)(n=77)　　　　 　　　 　歴史 Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40)　タイの大学院生 • 1. Thai Language (70%)(n=27) 　　　　タイ語 • 2. Cultural Heritage (70%)(n=27)　　　　　　　　　文化遺産 • 3. King (62.5%)(n=25)　　　　　　　　王様　 • 4. History (22.5%)(n=9)　　　　　　　　　歴史

  18. National Pride among British, German, Japanese and American Students • British students of University of Leeds (n=46) • multiculturalism(76.09%) (n=35)多文化主義 • liberal democracy(47.83%) (n=22)自由な民主主義 • English pound (32.61%) (n=15)　 英国通貨ポンド • Social Welfare(23.9%) (n=11)社会福祉 German students of Bochum University (N=49) • Social Welfare(67.47%) (n=33) 社会福祉 • Liberal Democracy(61.22%) (n=30)自由な民主主義 • Multiculturalism (55.1%) (n=27)多文化主義 • American Students of University of Hawaii (N=49) • Multiculturalism (55.1%)(n=27) 多文化主義 • Education (44.9%) (n=24)学校教育 • Science and technology (44.9%)(n=24) 　科学技術 Japanese Students of Konan University (N=216) • Science and technology (62.0%)(n=134)　科学技術 • Business Companies (50.9%)(n=110)　 日本企業 • Economic performance(42.6%) (n=92)　　経済力 • Ｌｉｂｅｒａｌ Ｄｅｍｏｃｒａｃｙ(37.3%)(n=80)　　 自由な民主主義

  19. 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

  20. 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.”

  21. 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.

  22. 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

  23. 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% (n=58) of the Britishthink of themselves as both British and European at the same time. • 59% (n=59) of the Japanese studentsfeel that they are both Japanese and Asian citizens at the same time in 2005.

  24. Graph 8: Do you think of yourself as an Asian citizen?The response from 216 Konan University students. 2005-2006

  25. Graph 9: Do you think of yourself as a Japanese and Asian Citizen?The response from 216 Konan University students. 2005-2006

  26. 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)

  27. 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 )

  28. 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 • Environmentand sustainable society

  29. 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

  30. Necessary Skills for Peace Education • Communication with active listening • Reconciliationby 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

  31. 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. Global LiteracyA New Paradigm for Global Citizenship Education

  32. The components of global literacy 1 Cultural literacy (basic cultural competence and skills to live in one’s home culture) 2Cross-cultural literacy (competence and skills to adjust between one’s home culture and a target culture) 3Multi-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)

  33. The component ofglobal literacy 4 Delicate balance of one’s 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) 6Awareness 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)

  34. 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, today’s confused Asia. As Kofi Anan (2006), the Secretary General of the United Nations said, “You cannot choose your neighbors.”

  35. 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 Japan’s 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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