UNIT TWO

GLOBAL CITIZENSHIP EDUCATION

Re-reading
1. Have you heard about global citizenship? What is global citizenship?
2. Do you think what global citizenship is about?
Reading
What’s the idea behind global citizenship?
Unlike citizenship – special rights, privileges and responsibilities related to
"belonging" to a particular nation/state, the global citizenship concept is based on the
idea we are connected not just with one country but with a broader global community.
So, by positively contributing to it, we can also influence change on regional, national
and local levels. Global citizens don't have a special passport or official title, nor do
they need to travel to other countries or speak different languages to become one. It's
more about the mindset and actual actions that a person takes daily. A global citizen
understands how the world works, values differences in people, and works with others
to find solutions to challenges too big for any one nation.
Citizenship and global citizenship do not exclude each other. Instead, these two
concepts are mutually reinforcing.
What is global citizenship education about?
Economically, environmentally, socially and politically, we are linked to other people
on the planet as never before. With the transformations that the world has gone
through in the past decades – expansion of digital technology, international travel and
migration, economic crises, conflicts, and environmental degradation – how we work,
teach and learn has to change, too. UNESCO promotes global citizenship education to
help learners understand the world around them and work together to fix the big
problems that affect everyone, no matter where they're from.
GCED is about teaching and learning to become these global citizens who live
together peacefully on one planet. What does it entail?
 Adjusting curricula and content of the lessons to provide knowledge about the
world and the interconnected nature of contemporary challenges and threats.
Among other things, a deep understanding of human rights, geography, the
environment, systems of inequalities, and historical events that underpinned
current developments;
 Nurturing cognitive, social and other skills to put the knowledge into practice
and make it relevant to learners' realities. For example, thinking critically and
asking questions about what's equitable and just, taking and understanding
 other perspectives and opinions, resolving conflicts constructively, working in
teams, and interacting with people of different backgrounds, origins, cultures
and perspectives;
 Instilling values that reflect the vision of the world and provide purpose, such
as respect for diversity, empathy, open-mindedness, justice and fairness for
everyone;
 Adopting behaviours to act on their values and beliefs: participating actively in
society to solve global, national and local challenges and strive for the
collective good.

READING COMPREHENSION
A. Understanding words
1. Match the words in the box with the appropriate explanation or definition
below. Work with your teacher or look up the dictionary:
a. global b. mindset c. reinforce d. transformation
e. citizenship f. digital g. crisis h. degradation
i. inequality j. challenge k. diversity m. empathy
n. justice o. background

1. the ability to share someone else's feelings or experiences by imagining what it

would be like to be in that person's situation 
2. the state of being a member of a particular country and having rights because of it

3. the process by which something is made worse, esp. the quality of land 
4. the unfair situation in society when some people have more opportunities, money,
etc. than other people 
5. the situation of being faced with something
that needs great mental or physical effort in order to be
done successfully and therefore tests a person's ability 
6. the fact of many different types of things or people being included in something;
a range of different things or people 
7. a time of great disagreement, confusion, or suffering 
8. using or relating to computers and the internet 
9. a complete change in the appearance or character of something or someone,
especially so that that thing or person is improved 
10. a person's way of thinking and their opinions 
11. to make something stronger 
12. relating to the whole world 
13. fairness in the way people are dealt with 
14. your family and your experience of education, living conditions, money, etc. 
2. Complete the following sentences using the words in the box above
a. The school has students from many different ethnic/cultural/religious
……………………
b. There's no …………….in the world when people can be made to suffer like that.
c. The law has done little to prevent racial discrimination and …………..
d. He was granted Canadian …………...
e. We hope an era of peace and ………….. cooperation has begun.
f. The COVID-19 pandemic has caused the most universal health and socio-
economic ………………… in recent history.
g. It's extraordinary how hard it is to change the ………….of the public and the press.
h. Caring for animals is not sentimentality - it …………… our respect for life.
i. One of the effects of environmental ………….. is the absence of fish in that river
j. He loves children and has a certain ……………. with them.
k. The internet has led to a …………………in shopping habits.
m. Social media is an essential tool in a ……………. world.
n. Finding a solution to this problem is one of
the greatest ………………. faced by scientists today.
o. Does television adequately reflect the ethnic and cultural ……………… of
the country?
B. Understanding ideas
1. True or False
a. In order to become a global citizen, it is necessary to visit other countries.
b. To become a global citizen, it is important to be able to speak different languages.
c. Understanding how the world works and appreciating the differences in people are
key factors in becoming a global citizen.
d. Collaborating with others to find solutions to challenges that no one nation can
handle alone is essential to becoming a global citizen.
e. Global Citizenship Education (GCED) aims to teach and cultivate individuals who
can travel to other countries.
f. GCED provides a comprehensive understanding of human rights, geography, the
environment, systems of inequality, and historical events that have led to current
developments.
g. Critical thinking, questioning what is equitable and just, and understanding different
perspectives and opinions are crucial skills that are fostered through GCED.
h. GCED fosters respect for diversity, empathy, open-mindedness, justice, and
fairness. 2. Answer the questions
a. What does a global citizen do?
b. Are citizenship and global citizenship concepts?
c. What is GCED about?
d. What is covered in the GCED lessons and curriculum?
e. What skills are necessary to teach someone to become a global citizen?

LANGUAGE FOCUS
A. WORD FORMING
Look at the groups of words and decide what part of speech each word is. Then
complete the sentences with correct word
transform transformative transformation
1.………………… education enables learners with understanding and anticipation of
change, managing uncertainty, critical thinking, value changes, appreciation of
diversity, and empathy
2. GPE supports partner countries to develop their own pathway to ………… their
education system
3. Educational ……………… refers to systemic changes in the prevailing educational
model.
empathy empathetic/empathic empathize
1. It's very easy to ………………….with the characters in her books.
2. …………….. is a powerful tool that can help you better understand what’s driving
your students’ behavior and find strategies to help.
3. Profoundly ……………… teachers are unselfish, caring, kind and pleasant
diversity diverse
1. Respecting ……………… means accepting that there are differences among people
related to age, gender, culture, race, values, social status, and ability.
2. Learning with individuals from …………. backgrounds fosters critical thinking,
innovation, and social and intercultural development, which translates to effective
collaboration, learning, service, and leadership.
 interact interaction interactive
1. Educational ……………. can be interpreted as a relation activity of various
educational elements, educators, administrative staff, and students.
2. ……………….learning is an approach to lessons and teaching that includes the use
of computing and social networking
3. Teacher-student interactions (TSI) refers to the way teachers and students
……………in their classroom relationship.
globe global globalize
1. Efforts to …………. the nation's education are expected to increase
2. Data on the production of education shows that schooling tends to be largely
financed with public resources across the …………..
3.…………… literacy rates have been climbing over the course of the last two
centuries,
collect collection collective
1. Data ………….is the process of collecting and evaluating information or data from
multiple sources to find answers to research problems.
2. The policy also says the company wants to ………… users' job and education
history.
3. According to this perspective, ………… learning occurs when individuals create,
acquire, and share unique knowledge and information
B. RELATIVE CLAUSES WITH WHO, WHICH AND THAT
1. REVIEW OF RELATIVE CLAUSES WITH WHO, WHICH AND THAT
The chart below shows a brief review of relative clauses with who, which and that
 Relative Clauses

Defining Non-defining

Subjects Objects Subjects Objects cannot use "that"

E.g. That is the woman e.g. Mary. who is my

Leaving out who, that, not leaving out who,
who works in the post best friend, lives next
which that , which
office . to me.

e.g. Mary is the girl e.g. Mary, who I have

who (m)/that/ø we met known for years, is a
last night. nice person.

Join the two sentences together with a relative clause. Use the pronouns who,
which, that.
1. World citizenship has been promoted by distinguished people including Garry
Davis. He lived for 60 years as a citizen of no nation, only the world.
2. Global citizenship education (GCED) is a form of civic learning. It involves
students' active participation in projects that address global issues of a social, political,
economic, or environmental nature.
3. Global Citizenship Education (GCE) is an educational process. It is aimed at
increasing awareness and understanding of the rapidly changing, interdependent and
unequal world in which we live.
4. Yesterday, I met a woman named Renuka. She works as a Social and Emotional
Learning (SEL) Coordinator at UNESCO MGIEP (The UNESCO Mahatma Gandhi
Institute of Education for Peace and Sustainable Development).
5. People will keep working together to help change the planet for the better. They
cannot afford to physically travel across the world.
6. The Greeks coined the term ‘cosmopolitan’. It means citizen of the world.
7. Global citizenship is all about encouraging young people to develop the knowledge,
skills and values. They need them to engage with the world.
8. They are discussing the root causes of human rights violations. They occurred in the
past.
9. Learners become less prone to conflicts and are more open to resolving them
peacefully while respecting each other's differences. They benefit from such education
from early stages.
10. My friend Margarida is a consultant on UNESCO MGIEP’s Global Citizenship
Education curriculum. She went to the same school as me.
2. REDUCED RELATIVE CLAUSES: PARTICIPLE RELATIVE CLAUSES
A participle is often used instead of a relative subject pronoun and full verb.
Who is the girl talking to your master? = Who is the girl that is talking to your master?
Anyone touching that wire will get a shock. = Anyone who touches that wire will get
a shock.
Half of the people invited to that party did not turn up = Half of the people who were
invited to that party did not turn up.
I found him sitting at a table covered with papers= I found him sitting at a table which
was covered with paper.
Reduce the following relative clauses with participles:
1. Global citizenship education refers to a broad, culturally and environmentally
inclusive worldview that accepts the fundamental interconnectedness of all things.
2. Reysen and Katzarska-Miller tested a model that showed the antecedents and
outcomes of global citizenship identification.
3. Subsequent research has examined variables that influence the model.
4. A world citizen is a person who places global citizenship above any nationalistic or
local identities and relationships.
5. In 1956, Hugh J. Schonfield founded the Commonwealth of World Citizens, which
later was known by its Esperanto name "Mondcivitana Respubliko".
6. Global Citizenship Education (GCE) is an educational process that is aimed to
empower learners to engage and assume active roles, both locally and globally.
7. Global citizenship education (GCED) involves students actively participating in
projects that address global social, political, economic, or environmental issues.
8. GCE provides the overall lens which views the role of education in the promotion
of the rule of law.
9. This competency framework is based on a vision of learning that covers three
domains to create a well-rounded learning experience: Cognitive, Socio-Emotional
and Behavioural
10. Teachers who use all three domains in their lessons are more likely to develop the
range of knowledge, attitudes, values, and behaviors which are expected of GCE.