Education and the World Citizen

The author argues that American education needs to start focusing more on teaching students all cultures and

The reason I chose that topic is that because of the huge importance of learning over centuries. the precise arrangement of learning procedures to most kids has been an advancement of the last 200 years or even most recent 50 years in a few nations. Schools for the youthful have generally been supplemented with cutting edge preparing for ministers, officials and experts.

Global Citizenship & Equity at Centennial College: Global citizenship refers to the social well- being of various communities and its main focus is to minimize inequity which means try to protect our surroundings and don’t harm others. Global citizens support equity at all levels local as well as globally. In equity we have to change different strategy not only changes the version of current strategy to ensure equity.

Over the course of many years, several things have changed, including technology, science, and people; however, our culture and idea of education have not. Some of these problems include teachers that are not being as valued as they should be and students who are changing both physically and mentally, but are still not being supported by our education system. The education system itself is also problematic as well, but it can be fixed with a change in our culture. Teachers and students are the base of the education system, and by not helping them, the system is not helping itself. Students are gaining new emotions and viewpoints, but the education system has had a hard time keeping up, even teachers are changing but are still undervalued.

The impact of schools has been ever changing. From their New England traditions, to civilizing of western settlers, and finally the requirement of educated individuals what schools and education have to do in society is constantly being molded and remolded. New models, ideas, ideals, and requirements for schools are constantly being established and have come a long way from the colonial period to the modern era.

An American Education has drastically changed over time, and it is widely known that things have changed. Students in their generation and ones prior are acutely aware and morally affected about subjects regarding

America now is a very culturally diverse nation; most of the minority and immigrant population lives in cities, which indicates that the public school classrooms in urban areas are full of versatile cultural identities. According to the 2000 Census record, minority and immigrant populations has grown in increasing numbers, and most of those people live in urban areas and attend public high schools; also, the level of residential segregation still remains as high as in 1990, which proposes new problems for immigrants and minorities. Monocultural schools are very rare and the global society is very multicultural; it is very logical to prepare students in schools to enter this diverse society (Le Roux 48). Teachers are largely responsible

The Education system currently in use by the United States of America is a modified version of a methodical tool used to implement obedient control at young age and centralized power solidification. A problem with the system is the obsessive culture of

Michelle Obama’s “Bowie State University Commencement Speech” and Mike Rose’s “Blue-Collar Brilliance” both address the similar theme of a higher education. Obama motivates her audience by connecting to the fight for education by African Americans and the drive required to complete a higher education throughout history. Obama’s central argument is to inspire the graduates, such as previous generations have done, to encourage future generations to care about their education, continue on with higher learning, and also to get them back on track if they begin to stray. Obama cites multiple statistics such as ones that declared educated African Americans actually live longer and make more money than those without a degree or who have dropped out of high school. On the other hand, Rose addresses the common held belief that work requiring less schooling also requires less intelligence. Rose provided two stories; one about his mother Rosie, and one about her brother Joe, neither of whom finished high school. Rose declares that their lack of institutionalized education did not mean they were not educated in other ways. In their lines of work, one at a factory and one at a restaurant, required a combined demand of both body and mind. The primary thesis Rose is trying to point out is that our society today devalues everyday learning and we offer limited educational opportunities that cause us to reinforce cultural divides. My feelings on the issue of higher education are mixed. While I

Religion is one of the largest controversies in the world, due mainly to different people with different backgrounds and cultures are in America. Religion creates positivity and brings people together, but can also cause arguments and debates. America founded its nation on religion; however, society has slowly pushed it away year by year. Religion is being pushed out of our classrooms, schools, and communities because of the miniscule percentage of people in America who aren’t religious. People are becoming offended easily by religious topics, which is causing the negativity among American citizens. America’s youth are being deprived of an education that includes world religions and culture. There hasn’t been a single successful effort to reinstate religion into schools despite efforts to slowly take away the changes that have been made to take religion out. I propose to reestablish religion into Athens High school because it forms good morals that will help America’s youth become better contributors of society.

Essentially, chapter one opened the door for me to look at myself as an educator and realize that my beliefs, values, religion, customs and traditions influence my thoughts and actions in the classroom. Many times we as educators go about our daily routine of instructing students, unconscious of how our preconceived notions about life and education influence our instruction and interaction with students. In chapter one, Delores B. Lindsey, Richard S. Martinez, and Randall B. Lindsey invite deliberate conversation about who we are as individuals, why we do what we do, and other thought provoking issues like race and socioeconomic status. And the sad but true fact of the matter is, many times in education we acknowledge religion, ethnicity, and socioeconomic status, but that is as far as it goes. They are acknowledged but often times not addressed- in the sense of how ethnicity and socioeconomic status influence teaching and learning and how to use this knowledge to enhance by teaching and learning. It

“The Veil” as the connecting thread within The Souls of Black Folk The Souls of Black Folk are a collection of essays composed by W.E.B Du Bois’ highlighting the problems that the African-American race faced in American society. Du Bois describes the feeling of being “shut out from the[ir] world by a vast veil” (4). The veil is a metaphor that Du Bois presents representing a symbolic wall that separates the “whites” and “blacks”. To Du Bois, the veil emphasises the racial boundaries that the African-Americans faced, and uses this metaphor abundantly throughout his text to demonstrate not only segregation, but also the issues that come as a result of the segregation.

Moreover, in what is seen, a global citizen is that of people putting aside religion and political views that cause so much controversy inn the world we live in. What should be recognized are morals and common views that everyone can somewhat seem to agree on. One example is the Gordon Rule- treat others as you would want to be treated. Now the most known example for that is to have respect towards one another. A global citizen indeed should acquire this and understand it fully. In addition, basic morals that seem right also come along in being an ideal global citizen, such as being against dehumanization. Taking away what basically makes you, you is something that is not agreed with the views of a global citizen.

Imagine being given the momentous challenge to make the world a better place. This is a near impossible challenge for an entire world of people, let alone one person. Now imagine having $75 billon to do it. I bet this challenge, given to us by Professor Bjørn Lamborg in his book How to Spend $75 Billion to Make the World a Better Place, is looking a bit more plausible Once given the tools to change the world, the next step is to figure out where and how to spend it. Deciding on only one project or program to fund in hopes that it will change the world would be unrealistic but through a process of research and thorough thinking, a list can be narrowed down to a smaller number of top choices. An example of this would be the United Nations’ (UN’s) Millennium Development Goals (MDGs). The MDGs consists of eight different goals, that if completed would change the world tremendously, and in turn make the world a better place. Of these eight goals the one I found the most plausible to change the world, and continue changing it once completed, was the second goal: To achieve universal primary education by the year 2015. Although universal education was one of the many goals that was not completed by 2015, the UN decided to continue striving for its completion by 2030 with the help of the UN’s Sustainable Development goals (SDGs).

The rapid advancement of society in recent years has greatly increased connectivity and communication capabilities across the globe, such as the development of the worldwide network known as the Internet. The increased connectedness between countries has also brought greater visibility to the substantial cultural differences around the world, from religious freedoms to accepted social behaviors. This global expansion has furthered the opportunity to promote the development of global citizenship, which Reysen and Katzarska-Miller (2013) defined as the embrace of cultural diversity through awareness, acceptance, and the promotion of social justice and responsibility. Global citizenship allows individuals from many cultural backgrounds to develop productive relationships by decreasing the tensions brought on by cultural differences, as well as promoting open sharing of contrasting views to develop better ideas as a group (Wang & Hoffman, 2016). Becoming a global citizen is essential to furthering societal development, improving cross-cultural communication, and promoting awareness and acceptance of different cultures.