Module 12 Global Citizenship

MODULE 12 / LESSON 12: GLOBAL CITIZENSHIP

Definition of terms:
✔ Citizenship – how residents live in particular area with previously agreed upon rights
and responsibilities
✔ Rights – any lawful, social, or moral principle of autonomy or entitlement
✔ Duty – an obligation or expectation to perform an action based on the law, social
norms, or a moral standard
✔ Global citizenship – the belief that all people have rights and civic responsibilities
based on the reason that they reside in the world.

“I am not an Athenian or a Greek, but a citizen of the world” - Socrates

● Aspects of Citizenship
1) Rights – defined as any lawful, social, or moral principle of autonomy or entitlement. It
is a collection of what is allowed and what should be provided to a group of people
based on a particular legal system, norms, or ethical standards.
● Three Types of Rights

▪ Civil rights – are entitlements provided by a certain locality to its public
constituents. These include the right to free speech. Every citizen is allowed to
communicate openly. He/She is permitted to voice opinions even if it is criticizing
the government just as long as it has basis and evidence. Civil rights also include the
right to have and to be treated with dignity.
▪ Political rights – are administrative entitlements provided by a specific
government. These include the right to run for office. Every citizen has the right to
be elected as a representative of his/her community as long as he/she meets
various criteria.
▪ Social rights – are entitlements related to public services and to social protection.
These include insurance, health care, welfare, housing, and pensions.
2) Duty - comes from the French word “due” which means “to owe”. Duty is defined as an
obligation or expectation to perform an action based on the law, social norms, or a
moral Standard.
● Three Types of Duties

▪ Conscription - pertains to the obligation to register as a reserve force in the army.
This means that every able-bodied citizen is asked to take up arms and fight for
their country in case of war.
▪ Taxation - relates to the duty to pay a compulsory contribution to a state or the
government
▪ Participation - refers to the obligation to take part in the community. Every citizen
is encouraged to participate in the development of their community. They are also
encouraged to vote for their leaders during elections.
● Categories of global citizenship

▪ Open global citizenship – believes that nations still exist and differ from one
another. However, it recognizes the interdependence between different nations and
the opportunities for cultural diversification.
▪ Moral global citizenship – focuses on the ethical aspect of global citizenship. What
are the moral facets of global rights and responsibilities? Moral global citizenship
puts emphasis on human rights, equality, and global responsibility.
▪ Socio-political global citizenship – emphasizes the social and governmental
systems and structures around the world. It advocates shifting the existing political
power in order to advance global equality.
● Why Global Citizenship?

In 2015, the United Nations (UN) summit declaration “Transforming our World: The 2030
Agenda for sustainable development” named global citizenship education as one of the
strategies in the Sustainable Development Goals (SDG). It was also mentioned in
Declaration 36. In addition, the UN Secretary-General report in 2015 urged educators to
utilize global citizenship education to promote peace around the world. As one can see,
global citizenship is highly supported by international organizations and worldwide
declarations.
● Learning to Live Together

An important principle in education is for people to “learn to live together.” In fact, it is also
crucial in the rapidly changing world where the population is becoming more and more
diverse. It is integral for educators to promote a culture of peace, non-violence, tolerance,
and respect. Learning to live together entails understanding different nation’s
interconnectedness and interdependence. It requires strategies for diplomatic coexistence
and compromise. Global citizenship education provides a new lens for the youth to think
critically, cast aside hatred, and have the capacity for dialogue and tolerance.
● Restore Dignity
Paulo Freire (1970) urges people to be educated in citizenship rights in order to question
the hidden Oppressive systems that surround them. The task of global citizenship
education is not just to teach about current systems but also the concepts of global social
justice and basic rights. Global citizenship education imparts knowledge about the rights of
every individual in the international community. One of these basic rights is that every
human being has the right to live in dignity. Global citizenship education assists in
restoring positive identity, dignity, and self-esteem of individuals.
● Issues in Global Citizenship

Despite the progress ¡n the conceptualizations and in the education of global citizenship,
there are still issues and challenges arising. These issues and challenges may be classified
into three:
1) Conflict between global citizenship and national citizenship – even though people
are encouraged to become global citizens, in reality, they live in their own culture with
their own context. This is very obvious in countries with a significant amount of
immigration. The performative aspect of citizenship, not only looks at the rights and
duties being performed, but also at the rights and duties not being performed or not
allowed to be performed. For example, what about states that do not allow press
freedom? How will the global right to freedom of speech be implemented ¡f the state
does not allow it?
2) Conflict between global citizenship and individual differences – for instance, in the
membership and performance aspect of citizenship, how would one classify non-
citizens who perform the duty of citizens, like immigrants that pay taxes? Should they
be given the same rights as the citizens? In Italy, for example, immigrants who perform
very personal services or care work for Italian families and know deep-seated secrets
are still not treated as part of the family because they are foreigners. In fact, they are
called “intimate foreigners.” Examples of these are caregivers, nurses and domestic
helpers.
In another example related to this, "abject citizens" is a phrase used to describe
citizens who experience being rejected from citizenship even though they were born in
the same territory. This term usually refers to nomadic cultures like the Roma or Sinti
who are from a different ethnic group with their own culture.
Individuals may also have multiple citizenship identities. For instance, a person may
have dual citizenship because he/she resides in two countries. Finally, another Source
of conflict is the assumption that English is the universal language even though it is not
the language used by the majority of the population.
3) Development of the imagination for global citizenship – another challenge is the

slow progress in developing a global imagination. Citizenship is not permanent, can be
transformed, and contestable.
The word global in global citizenship has the tendency to focus only on the
experiences of the majority. It highlights only the existing sociocultural, political, and
economic systems. It neglects the experiences of the minority and the marginalized.
Who is the active citizen? The word active has come to refer to extremes. On one
hand, it is the “good” citizen who follows social norms. On the other hand, it is the “bad”
citizen who questions and disobeys social norms. Is the Concept of active citizenship
used to “pacify” people? Is ¡t used to make people comply with what is expected from
them?
Lesson 12: Activity 12
The goal of this activity is for each student to create a commitment statement regarding the
citizenship to which he/she identifies. Write down a commitment statement in the
paragraph from below starting with the phrase “I, _____________________ (name), promise to…”
You can list down your rights and duties as a Filipino, and other responsibilities that go
with these rights and duties. For example, your responsibility to voice your opinions and
your responsibility to respect other people’s opinions too.
Pledge: I ____________________________________ (name), promise to

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MODULE 12 / LESSON 12: GLOBAL CITIZENSHIP

“I am not an Athenian or a Greek, but a citizen of the world” - Socrates

● Three Types of Rights

● Three Types of Duties

● Categories of global citizenship

● Why Global Citizenship?

● Learning to Live Together

● Issues in Global Citizenship

3) Development of the imagination for global citizenship – another challenge is the

Lesson 12: Activity 12

Pledge: I ____________________________________ (name), promise to

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