Modelling the Global Citizen as
Being-in-the-world
David Killick
Leeds Metropolitan University
“It has been argued that there is a lack of consensus surrounding
the concept of global citizenship and global citizenship education
in UK higher education. A lack of definition contributes towards
incoherent and often contradictory goals which make it difficult
to understand the impact of teaching and learning in the field.”
Caruana, 2010: 51.
1
A global citizen is
somebody who…
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…is open to new experiences, embraces diversity
and “feels at home” wherever (s)he may be.
…is interested in life beyond their horizons and is
keen to experience different perspectives in
order to make sense of their own.
…can communicate when no language is shared.
…takes account of diversity in actions, practices,
behaviours.
…makes an effort to understand the cultural
implications surrounding how/why people act
and behave in a certain way in different
situations.
…has awareness of global current affairs and
events, and experience of living/working with
those from other cultures + nations. They
embrace the differences between cultures.
… is open to new experiences.
…has a cosmopolitan view of their discipline and
its place within the wider issues such as
historical, political and environmental contexts.
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Seminar Outline
• Introduction – some of the contexts
surrounding this seminar topic
• Propositions – some considerations which
underpin the model of GC being proposed in
this seminar
• An outline model of the GC
• Bringing it all back home
3
Introduction – some of the contexts
surrounding this seminar topic
• The contexts for the GC - The personal/social
consequences of globalisation
• The place of GC in (higher) education/ the
private/public role of higher education
• The focus of current predominant
representations of GC
• The relationship between GC and national
citizenship
4
The contexts for the GC - The
personal/social consequences of
globalisation
Population
Identity
5
The contexts for the GC - The
personal/social consequences of
globalisation
“…the sense of spatial distance which separated
and insulated people from the need to take
into account all the other people which make
up what has become known as humanity has
become eroded.”
Featherstone (1993: 169)
6
The contexts for the GC - The
personal/social consequences of
globalisation
• direct contact with the ‘other‘ – for example through
international tourism, multinational work teams, and migrant
workers;
• indirect contact with the ‘other‘ – for example through
internationally-based customer services, multinational
company HR policies and practices, participation in virtual
worlds and global social networks, and the consumption of
culturally marked ‘life-style‘ goods; and
• intellectual and aesthetic exposure to the ‘other‘ – for
example through media focus on and utilisation of ‘exotic‘
cultures, international aid appeals, and the growth in the
world-music industry.
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The contexts for the GC - The
personal/social consequences of
globalisation
• “…ever changing demographic profiles and
cultural inflows”(Alibhai-Brown, 2001: 51),
• “…everywhere shot through with the woof of
human motion” Appadurai, 2006/1966: 182)
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The contexts for the GC - The
personal/social consequences of
globalisation
“The most certain prediction that we can make
about almost any modern society is that it will
be more diverse a generation from now than
it is today”(Putnam, 2007: 137).
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The contexts for the GC - The
personal/social consequences of
globalisation
Postmodernity
•De-territorialisation
•Virtual communities
•Commodification
•Liquid flow
•Tourists & vagabonds
Realisations
•Voices talking back
•Global capabilities
•Interconnectedness
Scapes
Relativisms
•Ethno-scapes
•Media-scapes
Population
•Fundamentlisms
•Ambiguity
•Homogenisation
Identity
•Growth
•Diversity
•Mobility
•Self
•Cultural
•National
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• uncertainty
• unpredictability
• challengeability, and
• contestability
(Barnett, 2000a: 63).
Photo Source: “liquid modernity” by centralasian at:
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http://www.flickr.com/photos/centralasian/43945339
The place of GC in (higher) education/
the private/public role of higher
education
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Current drivers & perspectives?
Your institution/discipline?
Your students?
Your own inclinations?
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The place of GC in (higher) education/
the private/public role of higher
education
Universities have a legitimate responsibility to
prepare their students to lead authentic lives
amidst the present and future world(s) which
they will inhabit.
“…to lead the lives they have reason to value
and to enhance the real choices they have”
(Sen, 1999: 293).
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The focus of current predominant
representations of GC
• Normative – often with problems such as:
– Strong/exclusive focus on agency – skills,
knowledge, taking action
– Elitist in required scope and/or performative
demands
– Universalist
– Morality-based
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Oxfam … see a Global Citizen as someone who…
(many of these illustrate the problems on
previous slide)
• is aware of the wider world and has a sense of their own
role as a world citizen;
• respects and values diversity;
• has an understanding of how the world works
economically, politically, socially, culturally, technologically
and environmentally;
• is outraged by social injustice;
• participates in and contributes to the community at a range
of levels from local to global;
• is willing to act to make the world a more sustainable place;
• takes responsibility for their actions.
Source: http://www.oxfam.org.uk/education/gc/what_and_why/what/
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Types or categories of Global Citizen
• Global Cosmopolitans – individuals with an ideology of
openness to other cultures/peoples (often derived through extensive
international travel) ;
• Global Activists – campaigners for (e.g.) human rights,
environmental protection etc;
• Global Reformers – advocate for global governance/ legal
institutions;
• Global Managers – often involved with (e.g.) UN etc to resolve
borderless problems;
• Global capitalists – multinational corporate executives.
Source: Schattle, 2009:6 (based on Urry, 2000 & Falk, 1994)
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The relationship between GC and
national citizenship
• Rights & duties
• Legal/governance
structures
• Excluding categories
(For example:
Crossley….
“The citizen in the information age
requires a different range of skills
and taken-for-granted knowledge
to his/her predecessor and those
required skills and assumptions
are constantly shifting. Without
these skills individuals cannot
properly perform their citizen role.
They lack the knowledge which
would allow them to choose and
argue on public-political issues
and are therefore excluded from
full citizenship.”
(Crossley, 2001: 40)
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The relationship between GC and
national citizenship – a more personbased model
“Upon what is citizenship based? In discussions
about rights and responsibilities, obligations
and entitlements, belonging and participation,
a set of questions keeps insisting: how does
one imagine oneself in connection with a
community, a culture or a nation?”
(Frosh, 2001: 62)
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The relationship between GC and
national citizenship
“… the answer to why we act at all is in order to
promote our concerns; we form ‘projects‘ to
advance or to protect what we care most
about” (Archer, 2007: 7).
“… the individual maintains himself as a citizen
only to the degree that he recognizes the
rights of everybody else to belong to the same
community” (Mead, 1967: 270).
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Review – some of the contexts
surrounding this seminar topic
• The contexts for the GC - The personal/social
consequences of globalisation
• The place of GC in (higher) education/ the
private/public role of higher education
• The focus of current predominant
representations of GC
• The relationship between GC and national
citizenship
20
Propositions – some considerations
which underpin the model of GC being
proposed in this seminar #1
Ontological & epistemological stance –
lifeworld ‘being’ (and ‘becoming’ –
learning as lifeworld change);
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Ontological & epistemological stance – lifeworld ‘being’
(and ‘becoming’ – learning as lifeworld change)
Participant discussion points:
• How does embodiment apply to the lifeworld?
• One dimensional - “Mental” models inadequate
• “learning” can also mean (mis)understanding
something ‘worse’ e.g. reinforced stereotypes
• Unpreparedness of inbound & outbound students
& home student for the ‘multicultural’ university
• International student schemes of “British”
education
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Propositions – some considerations
which underpin the model of GC being
proposed in this seminar #2
How we proceed through daily existence is
largely by an ‘unexamined flow’,
subconscious coping with the ready-to-hand
‘equipment’ of our familiar world(s);
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How we proceed through daily existence is largely by an
‘unexamined flow’, subconscious coping with the ready-to-hand
‘equipment’ of our familiar world(s)
Participant discussion points:
• Links to construct of ethnocentrism
• Learning occurs when the flow is
disturbed/interrupted (e.g. students on
mobility, but also the ‘ethnoscapes’ of diverse
world
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Propositions – some considerations which
underpin the model of GC being proposed in
this seminar #3
How we think, feel and act in the world is
founded in how we each identify ourselves to
ourselves – my LW representation of myself/
a meta-scheme in ABC dimensions;
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How we think, feel and act in the world is founded in how we each identify
ourselves to ourselves – my LW representation of myself/ a meta-scheme in
ABC dimensions – Participant discussion points:
• Also notions of how we see others, how we see the
world, etc
• A personal heuristic of - Seeing myself as someone
who changes my behaviour to meet the expectations
of ‘others’
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Propositions – some considerations
which underpin the model of GC being
proposed in this seminar#4
Self-identity is constructed in biography, and
significantly shaped by/through social
interaction among my in-group(s); significant
in this are attitude heuristics of the self and
the other;
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Participant examples of Heuristics of
the self & of the other
SELF
I am the kind of person who
• … leaves things to the last
minute
• …never thinks people are
interested in my opinions
• …is always right
• …finds difference
interesting
• …lacks confidence among
strangers
OTHER
• People with
accents/speak
ungrammatically are
ignorant
• People who drop litter are
badly brought up
• People who drink
excessively are anti-social
• People who are different
are not to be trusted
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Propositions – some considerations
which underpin the model of GC being
proposed in this seminar #5
Self-identity and agency are intimately
bound, but how I see myself in relation to
the world is what drives the will to act, the
inclination to apply agency in one way as
opposed to another;
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Propositions – some considerations
which underpin the model of GC being
proposed in this seminar #6
The personal/social consequences of
globalisation necessitate a sense of self-in-theworld in which I can identify myself as one
dwelling among alterity if I am to find any
fixity in the flow.
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An outline model of the GC
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Lived-experience as narrated
• The project:
– 14 UK undergraduates, several disciplines
– Range of mobility ‘types’
– Range of personal/accommodation circumstances
– Pre-, mid-, post- experience interviews: c215,000
words of transcript
– Phenomenological approach to data exploration
(‘truth’ of the lifeworld experience)
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‘Special relationships’
•
Type one – The
‘significant other’
Immigrant
flatmates
Aboriginal
heritage
Down’s
syndrome
Australian
country girl
Pole
dancer
?
•

Type two – the
“internationals”
Leeds Metropolitan University
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!

“…when you go over to a new country, you‘re
open-minded with regards to what to expect.
You don‘t throw your culture down their face,
because you think they‘re doing it wrong. You
have to have an open mind with regard to
adapting to their culture because you‘re in
their country” [Christine]
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“I think global citizenship is just the way you are.
There are some people who are more open to
new ideas, and new cultures. So, on a personal
level, I don‘t even really see myself as a global
citizen. I see myself as me, but I am an individual
who is prepared to listen to somebody else, and
I‘m prepared to accept any other culture that is
different from mine. And even if it has a different
ideological viewpoint, I‘ll still respect their
opinion.” [Paula]
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Bringing it all back home
The globalising world challenges our sense of identity.
We may seek to lives without fixity – but self identity theory & our livedexperience suggest this is not adequate to an authentic for of human
being
Global citizenship as identity could offer a secure ‘anchor’ – such identity as
“self-in-the-world” is one of ease dwelling among alterity
Students on international mobility & plunged into an ‘intense’ livedexperience of dwelling among alterity
The researched students found new community (with significant others and
with international students) which extended their sense of themselves in
the world.
These experiences were NOT necessarily integral to international mobility –
we could seek to replicate on campus.
Requires a university to be truly international/diverse – a whole environment
into which ALL students need to come to dwell.
The curriculum has a vital role to play in this – but cannot build community &
a sense of self within that community alone.
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