Importance Of Becoming A Global Citizen 753958

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Prepare: View the Globalization at a Crossroads series episode and read the article A Model of Global Citizenship: Antecedents and Outcomes by Stephen Reysen and Iva Katzarska-Miller (2013). Go to the Ashford University Library, and locate one additional source on global citizenship that will help support your viewpoint. Reflect: Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community. Write: Use the Week 1 Example Assignment Guide when addressing the following prompts: Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article. Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals. Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller. Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world). Explain why those two outcomes are the most important in becoming a global citizen compared to the others. Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose. Identify two specific general education courses. Explain how each course influenced you to become a global citizen. The Importance of Becoming a Global Citizen Must be 750 to 1,000 words in length (not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style. Must include a separate title page with the following: Title of paper, Student’s name, Course name and number, Instructor’s name, Date submitted. For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013. Must utilize academic voice. See the Academic Voice resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions as well as Writing a Thesis Statement, refer to the Ashford Writing Center resources. Must use at least one credible source in addition to the two required sources (video and article). The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment. The Integrating Research tutorial will offer further assistance with including supporting information and reasoning. Must document in APA style any information used from sources, as outlined in the Ashford Writing Center’s In-Text Citation Guide. Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. The references list will be excluded from the Turnitin originality score. Must include a separate references page that is formatted according to APA style. See the Formatting Your References List resource in the Ashford Writing Center for specifications.

Paper For Above instruction

The importance of becoming a global citizen has gained significant prominence in our increasingly interconnected world. This essay explores the distinction between globalism and globalization, discusses how advanced technology fosters global citizenship, and reflects on personal development and educational influences. It also develops a personalized definition of global citizenship and emphasizes two key outcomes—intergroup empathy and valuing diversity—highlighting their vital roles in fostering responsible global engagement.

Understanding Globalism and Globalization

Globalism and globalization, though often used interchangeably, possess distinct meanings. Globalization refers to the process of increasing interconnectedness and interdependence among countries through economic, cultural, political, and technological exchanges (Held et al., 1999). It is a dynamic mechanism characterized by increased mobility of goods, services, information, and people across borders. Conversely, globalism embodies the ideological perspective that promotes the unity and integration of nations into a single global community, often fostering a sense of shared responsibility and collective identity (Steger, 2013). While globalization is a process, globalism is a set of ideas and attitudes supporting the integration of diverse societies into a cohesive global society.

The Benefits of Technology in Promoting Global Citizenship

In today’s digital age, advanced technology serves as a powerful tool that amplifies the reach and influence of global citizens. Social media, online education platforms, and instant communication enable individuals to connect across cultural and geographical boundaries, fostering intercultural understanding and collaboration (Friedman, 2007). Technology empowers individuals to participate actively in global issues such as climate change, social justice, and health crises, aligning with the outcomes of social justice and environmental sustainability. For students and professionals, technological literacy enhances competitiveness and opens opportunities for cross-cultural projects, research, and activism (Wenger, 2018). Consequently, technology not only facilitates global engagement but also cultivates skills essential for success in an increasingly interconnected world.

Disagreements on the Definition of Global Citizenship and a Personal Perspective

Disparities among theorists regarding global citizenship stem from differing views on cultural identity, sovereignty, and moral responsibilities. Some scholars emphasize cosmopolitanism, advocating for universal moral obligations beyond national borders (Beck, 2006). Others focus on the importance of cultural context and local identities, resisting a one-size-fits-all approach (Nussbaum, 2010). After reviewing Reysen and Katzarska-Miller’s article, I define global citizenship as an active engagement and sense of responsibility that transcends national boundaries, fostering understanding, respect, and action towards global issues. This definition emphasizes both moral duty and participatory involvement in creating a sustainable and just world, aligning with the concept that global citizens are committed to the collective well-being of humanity.

Key Outcomes of Global Citizenship: Intergroup Empathy and Valuing Diversity

Among the various outcomes described by Reysen and Katzarska-Miller, intergroup empathy and valuing diversity are particularly crucial for cultivating responsible global citizens. Intergroup empathy involves understanding and sharing the feelings of individuals from diverse backgrounds, encouraging compassion and reducing prejudice. Valuing diversity promotes appreciation of different cultures, perspectives, and traditions, fostering inclusivity and mutual respect (Banks, 2013). These outcomes are vital because they underpin effective intercultural dialogue and cooperation, which are prerequisites for addressing complex global challenges. By developing empathy and valuing diversity, global citizens can build bridges across divides and work towards social justice and sustainability more effectively than through other outcomes alone.

Personal Examples Illustrating the Development of Global Citizenship

My own journey towards global citizenship exemplifies the importance of intergroup empathy and valuing diversity. During a volunteer trip abroad, I interacted with individuals from different cultural and socioeconomic backgrounds, experiencing firsthand the importance of understanding their perspectives and hardships. This experience deepened my intergroup empathy and reinforced my commitment to social justice. Additionally, participating in an intercultural dialogue project in my university heightened my appreciation for diverse viewpoints and traditions, further cultivating my respect for multiculturalism. These experiences have reinforced my responsibility to act ethically and compassionately toward others, embodying the outcomes of intergroup empathy and valuing diversity.

Educational Influences on My Global Citizenship

Two educational courses significantly influenced my development as a global citizen. First, an International Relations course provided me with a comprehensive understanding of global systems, international organizations, and diplomacy. This course expanded my awareness of global interdependence and the importance of collaborative problem-solving. Second, a Cultural Anthropology course fostered my appreciation for cultural diversity and challenged ethnocentric perspectives. It equipped me with critical thinking skills about cultural norms and promoted inclusivity. Both courses encouraged active engagement with global issues and nurtured the attitudes necessary for responsible global citizenship.

Conclusion

Becoming a global citizen involves understanding the distinctions between globalism and globalization, leveraging technology for engagement, and adopting a responsible and inclusive mindset towards global challenges. By emphasizing outcomes such as intergroup empathy and valuing diversity, individuals can foster a more just and sustainable world. Personal experiences and educational pursuits play vital roles in developing these qualities. As interconnected beings, cultivating global citizenship is essential for addressing the complex issues of our time, ultimately contributing to a more compassionate and equitable global society.

References

• Banks, J. A. (2013). An introduction to multicultural education (5th ed.). Pearson.
• Beck, U. (2006). Cosmopolitanism as cultural critique. In B. N. Adler (Ed.), The Globalization of World Politics: An Introduction to International Relations (6th ed., pp. 329-340). Oxford University Press.
• Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. Farrar, Straus and Giroux.
• Held, D., McGrew, A., Goldblatt, D., & Perraton, J. (1999). Global transformations: Politics, economics, and culture. Stanford University Press.
• Nussbaum, M. C. (2010). Creating capabilities: The human development approach. Harvard University Press.
• Reysen, S., & Katzarska-Miller, I. (2013). A Model of Global Citizenship: Antecedents and Outcomes. International Journal of Intercultural Relations, 37(4), 523–535.
• Steger, M. B. (2013). Globalization: A very short introduction. Oxford University Press.
• Wenger, E. (2018). Communities of practice: Learning, meaning, and identity. Cambridge University Press.