Thinking and Enquiry Skills in Global Education Essay

These include freedom of opinion, thought, association and freedom from arbitrary detention and are all about treating others fairly and being fairly treated yourself, and making genuine choices in daily life. Wilson says ‘Respect for human rights underpins the democratic processes of our society and is the cornerstone of a society that respects individuals and voluntary community collaboration’ (Tim Wilson, 2014). Despite this, the control the Australian Government exercised over its people in WWII encroached on all of these universally recognized human rights, and it was in 1948 after the atrocity of WWII that the Universal Declaration of Human Rights was internationalised.

With an increase in student mobility around the world, there are many positive outcomes related to learning a different set of education from their home country and obtaining intercultural experiences with a global mindset. On the other hand, students may struggle with different challenges, which they may have unexpected to encounter.

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.

Having the opportunity to have worked with diverse students has opened my eyes to the importance of learning about different cultures, their beliefs and practices. Being aware and learning about the different cultures my students came from helped me from misinterpreting certain behavior displayed by the students. In order to do this the first thing a teacher should learn is that everyone has different ways of culturally adapting to a new country, while some are able to fully assimilate, others undergo the process of selective acculturation or embrace enculturation (Coleman, 2013).

Upholding human rights is essential for ensuring a fair and equitable society. In 1966, Australia and a majority of the world’s nations signed on to the International Covenant on Civil and Political Rights (ICCPR). After the atrocities committed in World War II this seemed like a positive step for ensuring acknowledgement and respect for the rights and freedoms of all people. However, the means of enforcing human rights is not a straightforward process. In response to ratifying the ICCPR, Australia set up the Australian Human Rights Commission. However, after a number of failed attempts, it has not followed through with implementing a

The Australian government’s decision to be non – compliant with the United Nations Human Rights Committee’s decision on the case of Nystrom v Australia 2011 has resulted in various positives and negatives. Positives as a result of the Australian government’s non – compliance include the government upholding its responsibility in protecting the Australian community from the unacceptable risk of harm posed by criminal non - citizens as well as its sovereignty as a state and the principle of state sovereignty, while negatives include not achieving justice for Nystrom due to the breach of his human rights as well as Australia’s failure to uphold its responsibility in adhering to international law.

In “How to Raise a Global Kid”, by Lisa Miller, Miller claims the task facing American kids who must share a global understanding in order to strive in today’s worldwide economies. The right time for kids to study another language has been a question since the world started thinking about worldwide opportunity, especially in nations whose main language is not English. Raising a global kid is about helping children be well-educated and efficient globally. Global kids have a better ability to understand us than we have of understanding them and of course there are probably more Chinese living in the United States than Americans are living in China. Lisa Miller believes there are three areas in helping children successfully: learning a foreign language, embrace world music, and learn different cultures to be able to live in a global economy.

In like words to Albert Einstein, John Dewey once stated “education is not preparation for life; education is life itself.” An immensely powerful blessing found in attending an international school has been becoming a person who thrives and enjoys learning amongst a seemingly endless multitude of cultures. The opportunity to essentially become immersed in different cultures gave me a personal conviction to go out and serve underserved regions of the world. Through my missions and travels, I have learned that how we face both diversity and adversity define who I am. The value of an education is determined by the one who receives it and what he or she chooses to do with it.

According to Keeping and Shapiro, “The term ‘global citizenship’ is increasingly heard, especially in Canada, but rarely defined.”(as citied in Block and Friesen, 2012, page 215) I believe if a person who would like to places their own identity with a global community through actions much more than their identity about values and practices, they will become a part of global citizenship. After learning in ELLA 0360 textbooks, there are three peoples that stand out. They are Dr. Christopher Opio, Lindsay Willms and David Suzuki.

This article addresses the call for implementing educational approaches that take into account the societal/cultural diversity of our time. In other words, it addresses educators concerned about making education more sensitive to global development, globalization, and

Tye article on global education, allows the reader to understand global education by providing an analysis of what global education is and how it can be useful. The author defines global education and provides clear examples on how it appears in schools. One major aspect of his analysis is that he demonstrate the appearance of a global education and inherent problems that exist in schools without the global perspective. The author states that it is important that global education creates people more socially aware capable of interacting with members outside of their community creating a cross cultural discourse.

A global citizen should be someone who is able to create solutions, think critically, and efficiently work well with others in order to accomplish certain goals. Barrett, The Honors College, allows their students to conduct inspiring research, learn in a transcending academic environment, and engage with people and issues.

The line "I am a citizen of the world" to me means that if you identify yourself as a global citizen, you self-identify as a member of the human race, not a member of a country, a state, a tribe, or anything of that matter. It means that my actions and attitude can have an effect on the entire world, not just myself. What it means to be a citizen to me means that I belong and I am a member of a certain place. I am a citizen of the United States and the freedoms I can enjoy on a regular basis are the freedom of speech so I can speak freely and I'm capable of voicing my own opinions and my own thoughts without getting in illegal trouble, and the freedom of religion so I can worship whatever religion I want to. I have a lot more freedoms than other citizens from different places because of my citizenship in the U.S.A. Not everyone can enjoy the freedoms that I can in my country. Citizens from other parts of the world might not have the freedoms like I do on the other side of the globe and that's because there are many different types of government and beliefs that other places may have.

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.

It is universally believed that globalisation has transformed the world into a small village. The world has become increasingly interacted economically, culturally and educationally. According to Zhao (2003, cited in Conroy, 2008, p.1) globalisation is defined as “the increasing integration of world economies through trade and financial transactions, involving movements of goods, people, and money across national and geographical borders”. The implications of globalisation are manifested in many aspects of the human life. In the field of education, it is apparent that globalisation and education have an interactive relationship. Oxford online dictionary defines education as “the process of receiving or giving systematic instruction, especially at a school or university” (2015). This essay examines the positive and negative effects of globalisation in the area of education.