In this blog post we look at library resources for Good Citizenship. Part of RRC’s new College-wide learning outcomes. The goal of this learning outcome, is that graduates contribute to their communities with integrity and cultural sensitivity. They are aware of the impact their actions have on the social, economic, and environmental well-being of local and global communities.
The first point to keep in mind is that Citizenship is a principle that expands over many levels for any given individual. Citizenship can be that of a small group or community, an entire nation or cultural group. More and more Citizenship is becoming a global concept, and the Practice of Good Citizenship expands globally.
The organization Oxfam defines Education for global citizenship as follows: “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” – Oxfam UK
From a Canadian perspective: “Good global citizenship is part of governing in the 21st century. Canada must continue to support multilateral approaches to global problems. The major challenges of our time include poverty, environmental degradation, infectious disease, regional conflicts, organized crime and terrorism.” –This excerpt is from a speech by Jean Chrétien, Prime Minister, Canada, from the Third World Chambers Congress in Québec City,Québec, Canada on September 16, 2003.
For more information on the Practice of Good Citizenship, look to the following resources provided by the Red River College Libraries:
“Global Citizen came to fruition as a newspaper column in October of 2006. I chose the title because global citizenship is a seductive yet contradictory term. Some prefer the concept because it recognizes the transnational character of our problems. If our problems cross national boundaries, then surely solutions require a mobilization beyond national scope. However this transnational view of the world is problematic for the average citizen. While we know that many economic, social, and environmental issues require collaborative solutions, it remains difficult for thoughtful people to know what to do. Should we look to keep our own doorways swept clean as Goethe suggests, or go across the ocean and get busy on someone else’s doorway? To be a global citizen may sound like good thing but how exactly does one choose to behave? How do you make a difference to people who are uneducated, malnourished, victimized by patriarchy and colonialization, make destitute by desertifcation, without becoming seduced by our own colonizing tendancies? Will our actions make a difference? Or is the concept of individual action just another way in which true power and authority divert us from the truth?” — Author’s introduction.
Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers. – Publisher
International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike.
The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book. –Google Books