After reviewing current proposals for standardized testing in K-12 education and for imposition of free-market economic and business models on higher education , I argue that both types of proposals rest on flawed pedagogical assumptions and tend to undermine educational practices that promote the development of global citizens. I suggest that John Dewey was aware of the type of challenges now faced by educators and that he provided tools for blunting the force of these proposals and moving educational practice (...) toward more desirable ends. (shrink)
Higher education makes an importantcontribution to citizenship. In the UnitedStates, the required portion of the ``liberalarts education'' in colleges and universitiescan be reformed so as to equip students for thechallenges of globalcitizenship. The paperadvocates focusing on three abilities: theSocratic ability to critize one's owntraditions and to carry on an argument on termsof mutual respect for reason; (2) the abilityto think as a citizen of the whole world, notjust some local region or group; and (3) the``narrative imagination,'' (...) the ability to imaginewhat it would be like to be in the position ofsomeone very different from oneself. The paperdiscusses the role of the ``liberal arts''curriculum in U.S. education and asks howEuropean universities, with their differentstructure, might promote these three abilities. (shrink)
chapter aims at tracing the connections between globalcitizenship and global environmentalism at both, the theoretical and the practical level. At the theoretical level I define the notion of globalcitizenship referring to Nigel Dower's definition described in his book titled World Ethics - The New Agenda. Subsequently, I show that the idea of globalcitizenship is a part of global justice concept. At the first glance it seems to be a political (...) concept, while it is primarily an ethical one. Therefore, not only does global justice concern war and peace but also environmental responsibility. Taking this into consideration I trace the relation between globalcitizenship and environmental responsibility on three levels, individual, social and political, all three being part of CSR. (shrink)
This article discusses, principally from an English perspective, globalisation, globalcitizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a (...) clearer understanding of what has been done and what might be done in the future in order to develop education for globalcitizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new globalcitizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)
The corporate citizenship (CC) concept introduced by Dirk Matten and Andrew Crane has been well received. To this date, however, empirical studies based on this concept are lacking. In this article, we flesh out and operationalize the CC concept and develop an assessment tool for CC. Our tool focuses on the organizational level and assesses the embeddedness of CC in organizational structures and procedures. To illustrate the applicability of the tool, we assess five Swiss companies (ABB, Credit Suisse, Nestlé, (...) Novartis, and UBS). These five companies are participants of the UN Global Compact (UNGC), currently the largest collaborative strategic policy initiative for business in the world (www.unglobalcompact.org). This study makes four main contributions: (1) it enriches and operationalizes Matten and Crane’s CC definition to build a concept of CC that can be operationalized, (2) it develops an analytical tool to assess the organizational embeddedness of CC, (3) it generates empirical insights into how five multinational corporations have approached CC, and (4) it presents assessment results that provide indications how global governance initiatives like the UNGC can support the implementation of CC. (shrink)
: The founders of American pragmatism proposed what they regarded as a radical alternative to the philosophical methods and doctrines of their predecessors and contemporaries. Although their central ideas have been understood and applied in some quarters, there remain other areas within which they have been neither appreciated nor appropriated. One of the more pressing of these areas locates a set of problems of knowledge and valuation related to globalcitizenship. This essay attempts to demonstrate that classical American (...) pragmatism, because its methods are modeled on successes in the technosciences, offers a set of tools for fostering globalcitizenship that are more effective than the tools of some of its alternatives. First, pragmatism claims to discover a strain of human commonality that trumps the radical postmodernist emphasis on difference and discontinuity. Second, when pragmatism's theory of truth is coupled with its moderate version of cultural relativism, the more skeptical postmodernist version known as “cognitive” relativism is undercut. (shrink)
In this novel account of globalcitizenship, Luis Cabrera argues that all individuals have a global duty to contribute directly to human rights protections and to promote rights-enhancing political integration between states. The Practice of GlobalCitizenship blends careful moral argument with compelling narratives from field research among unauthorized immigrants, activists seeking to protect their rights, and the 'Minuteman' activists striving to keep them out. Immigrant-rights activists, especially those conducting humanitarian patrols for border-crossers stranded in (...) the brutal Arizona desert, are shown as embodying aspects of globalcitizenship. Unauthorized immigrants themselves are shown to be enacting a form of global 'civil' disobedience, claiming the economic rights central to the emerging global normative charter while challenging the restrictive membership regimes that are the norm in the current global system. Cabrera also examines the European Union, seeing it as a crucial laboratory for studying the challenges inherent in expanding citizen membership. (shrink)
The promotion of ?GlobalCitizenship? (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is (...) based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC ? namely, the political, moral, economic and cultural; the latter incorporates four other conceptions ? namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC. (shrink)
A conception of globalcitizenship should not be viewed as separate from, or synonymous with, the cosmopolitan moral orientation, but as a primary component of it. Globalcitizenship is fundamentally concerned with individual moral requirements in the global frame. Such requirements, framed here as belonging to the category of individual cosmopolitanism, offer guidelines on right action in the context of global human community. They are complementary to the principles of moral cosmopolitanism – those to (...) be used in assessing the justice of global institutions and practices – that have been emphasised by cosmopolitan political theorists. Considering principles of individual and moral cosmopolitanism together can help to provide greater clarity concerning individual duties in the absence of fully global institutions, as well as clarity on individual obligations of justice in relation to emerging and still-developing trans-state institutions. (shrink)
After distinguishing several ways in which the notion of the moral roots of citizenship and citizenship education can be understood, this paper focuses on the question 'Is there some underlying attitude that citizens should have towards their fellow citizens?' It argues for respect, rather than love or care, as being the appropriate attitude, in part on the grounds that the emphasis on respect helps to make moral sense of the notion of globalcitizenship. The rest of (...) the paper argues that while understanding a person's cultural background is necessary to respecting the person, there are two further connections between respect and culture. First, respect itself is in part a cultural phenomenon. Secondly, there is a case for saying that persons should respect not only other persons but cultures as such. It is argued that this case is flawed in its presupposition that distinct cultures can be identified. What is needed, rather, is respect for human cultural contexts in all their diversity. (shrink)
The University of Michigan Business School's GlobalCitizenship Program is a two day action learning model conducted during orientation week. During these two days, teams of students, faculty and staff, along with corporate managers, work side-by-side on community projects. These projects are intended to help students understand the difficult issues and frustrations faced by community organizations. The students have opportunities throughout the year to continue to volunteer their business skills and time.
The concept of transnationalism, despite a variety of earlier uses, has recently been used to describe the sociological phenomenon of cross-border migrants considering more than one place ‘home’. This can be in terms of identity and belonging, cultural expression, family and other social ties, visits, financial flows, organising working life in more than one nation-state or transnational political projects. In this paper I discuss the theory and practice of transnationalism to assess the practical, explanatory and normative strength of the concept. (...) I then introduce three different forms of cosmopolitan approaches and assess whether transnational migrants' practices contribute to a cosmopolitan outlook and active globalcitizenship. I show that the extent to which transnationalism contributes to various forms of globalcitizenship varies according to the different conceptualisations of transnationalism and cosmopolitanism. In conclusion I draw out the implications of these differences for the future protection of the rights of migrants. (shrink)
Darrel Moellendorf argues that duties of justice have global scope. We share Moellendorf's rejection of statism and his emphasis on duties of justice arising out of association in Cosmopolitan Justice. Building on Moellendorf's view that there are cosmopolitan duties of justice, we argue that in education they are both negative and positive, requiring redistribution of educational resources and transnational educational intervention. We suggest what kinds of intervention are justifiable and required, the kinds of international structures that could regulate them, (...) and a conception of cosmopolitan citizenship to underpin education for globalcitizenship. (shrink)
T. H. Marshall described three stages of citizenship leading to full membership of the community in which one resides: civil, political, and social. This development takes place within the context of states. It is appropriate at this point in history to ask if there is a further change to citizenship that reflects the increasing globalization of the world, to look into the possibility of a global citizen and ask further if this possible global citizen requires also (...) a global or world state. This paper argues that states are not necessary for the concept of citizenship, and thus that a global state is not necessary for globalcitizenship. One quick objection to this de-coupling of the state and citizenship is the claim that citizenship is a legal status within a full-fledged legal system. Thus, one of the main goals of this paper is to argue that a legal status of “citizen” is neither necessary nor sufficient for citizenship. Citizenship should be understood as a moral concept, not a legal one. Further, for the same reason that a legal conception is insufficient, the traditional liberal view of citizenship is also insufficient; both the legal and liberal views of citizenship are too anemic, only a republican view of citizenship is sufficiently robust to satisfy the promise of citizenship. (shrink)
The Council for Education in World Citizenship has been working with Kingston University and the UK National Commission for UNESCO, taking advantage of global information technology developments in order to build new programmes for globalcitizenship education. The paper reports on practical experience, inviting new network partners. The IST-Africa 2007 conference provided an opportunity to build on these foundations, with initiatives in primary, secondary, further, adult and higher education, and continuing professional development for teachers.
This article describes the theory and process of global business citizenship (GBC) and applies it in an analysis of characteristics of company codes of business conduct. GBC is distinguished from a commonly used term, “corporate citizenship,” which often denotes corporate community involvement and philanthropy. The GBC process requires (1) a set of fundamental values embedded in the corporate code of conduct and in corporate policies that reflect universal ethical standards; (2) implementation throughout the organization with thoughtful awareness (...) of where the code and policies fit well and where they might not fit with stakeholder expectations; (3) analysis and experimentation to deal with problem cases; and (4) systematic learning processes to communicate the results of implementation and experiments internally and externally. We then identify and illustrate the three attributes of a code of conduct that would reflect a GBC approach. The three attributes are orientation, implementation, and accountability. The various components of these attributes are specified and illustrated, using website examples from six global petroleum companies. (shrink)
This article discusses issues of social and distributive justice in the context of global capitalism in the twenty-first century and the necessity of incorporating values-clarification and ethical leadership as part of the core curriculum for university graduates.
This article develops an "ordonomic" approach to business ethics in the age of globalization. Through the use of a three-tiered conceptual framework that distinguishes between the basic game of antagonistic social cooperation, the meta game of rule-setting, and the meta-meta game of rule-finding discourse, we address three questions, the answers to which we believe are crucial to fostering effective business leadership and corporate social responsibility. First, the purpose of business in society is value creation. Companies have a social mandate to (...) organize mutually advantageous cooperation. Second, business ethics should teach the management competencies necessary to fulfill business's societal mandate. These competencies are optimization competence in the basic game of value creation, governance competence in the meta game of (political) rule setting, and the three discourse-related skills of orientation competence, reception competence, and communication competence necessary for engaging in the meta-meta game. Third, companies can help solve global problems through global corporate citizenship if they participate as political and moral actors in rule-setting processes and rule-finding discourse aimed at laying the foundation for value creation on a global scale. (shrink)
This article discusses, principally from an English perspective, globalisation, globalcitizenship and two forms of education relevant to those developments. We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done (...) and what might be done in the future in order to develop education for globalcitizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new globalcitizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)
This article argues for the right to nonparticipation for Global Digital Citizenship. It recuperates the notion of political nonparticipation in the context of information and communication technologies and GDC in order to show that nonparticipation can operate effectively in non-State spheres, particularly online. The paper begins with a discussion of nonparticipation in the context of Nation States and non-Statal Organizations before offering a brief survey of the terms GlobalCitizenship, Digital Citizenship, and GDC. Nonparticipation in (...) an online context is then explained, followed by a discussion of practical concerns, such as who might enforce GDC rights among global digital citizens. (shrink)