Value-creating global citizenship education for sustainable development essentializes the practice of these following ten concepts that engage with the three interrelated dimensions of learning – cognitive, socio-emotional, and behavioral. These ten concepts are happiness, character, active citizen, creative citizen, inclusive citizen, dialogic learning, criticality for social justice, earth-centered perspective, value-creating capacity, and value-creating global citizenship education. See the index of my 2020 book for page numbers that refer to and develop these concepts.
Active citizen goes beyond the notions of charity and advocacy. It is not just about taking action but also about being and becoming. Education for active citizenship requires an engagement with the beliefs and interests of learners so that their values can propel them to take positive action in their local communities while also reflecting on how their actions have contributed to developing their own inner resources, such as, wisdom, resilience, courage, and compassion.
Character is the strength and resilience to create value for the enhancement of one’s own life and that of others under any circumstances.
Creative citizen is someone who can find creative, constructive solutions to local and global issues, and who can initiate and participate in bold, collective efforts for earth and social justice.
Criticality for social justice is the ability and the skills required to perceive structural and other forms of inequalities and inequities that lead to and perpetuate human rights abuses.
Dialogic learning can be enhanced through an exposure to diverse perspectives through the curriculum, and through the process of education that allows dialogue to take place between different or even opposing viewpoints. Dialogic learning includes engaging in a dialogue with Nature, that is, through education that takes place within the learner’s natural setting, building reverence for Nature, and compassion for all life on this planet.
Earth-centered perspective as opposed to an anthropocentric perspective is based on an earth-centered paradigm. Examples include, Earth Jurisprudence, and the principles of the Earth Charter.
Happiness is the overarching goal of education and human life. It is the experience of growth and the fulfilment of one’s abilities or innate potential that can be developed through the process of leading a contributive life.
Inclusive citizen is a person whose faith, cultural dispositions, and other values are integral to effectively fulfilling their role as citizens. The notion of an inclusive citizen is a powerful political construct that defies exclusive identities based solely on caste, creed, race and ethnicity. To be an inclusive citizen is to read, listen and experience what is beyond one’s usual spectrum of engagements.
Value-creating capacity is the capacity and ability to find meaning and create value that can contribute to the welfare of self and others in any situation.
Value-creating global citizenship education is a pedagogical approach that develops learning for sustainable development based on an integrated view of life; engages with the values, interests, and beliefs of learners; and is founded on a trust in learners’ capacity to create value and meaning for self and others under any circumstances.
Select Annotated Bibliography
Key points to think about in using value-creating global citizenship education as a pedagogical approach for teaching global and sustainability issues, such as, climate change and non-violence is to develop learners’ critical skills, value-creating capacity, and the ability to solve problems through the process of building dialogue and relationships through the practice of education. The references listed in my new book aim to introduce undergraduate (bachelor’s) and graduate (master’s) students, teachers and policy makers to previous work on value-creating global citizenship education, and texts that can used as a starting point to engage with Makiguchi, Toda, and Ikeda’s proposals for education for global citizenship and sustainable development. A value-creating approach compliments the anti-colonial response to global citizenship. It also takes a non-anthropocentric perspective on global issues.
Consequently, this bibliography includes sample literature selected from existing and emerging scholarship related to these discussions. This list, although not an exhaustive one, includes topics and materials that can help develop a critical approach to global learning; engage with alternative worldviews and paradigms; the influence of these on legal foundations and giving constitutional rights to Nature, Animals and Species; and develop a holistic and sustained engagement to global issues, such as, climate change and global pandemic. This list also includes a selection of references that aim to support teachers navigate through the challenging task of teaching controversial issues within the classroom in relation to these agendas. Recommended resources also offer a reflective and critical approach to the UNESCO-led initiatives of Education for Sustainable Development (ESD) and Global Citizenship Education (GCE). This list is for readers interested in using a value-creating approach to build a sustainable future and a global outlook through educational research, policy, and praxis.
For a select annotated bibliography or just a conversation – please reach out via this form. I’d love to hear from you!