reflection essay about citizenship

Essay on Global Citizenship

Students are often asked to write an essay on Global Citizenship in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Global Citizenship

What is global citizenship.

Global citizenship means seeing yourself as a part of the whole world, not just your country. It’s about caring for people and the planet, no matter where they are. Global citizens work together to solve big problems like poverty and climate change.

Responsibilities of Global Citizens

Being a global citizen means you have duties. You should learn about different cultures, respect the environment, and help others. It’s about making good choices that don’t hurt others around the world.

Benefits of Global Citizenship

When we act as global citizens, we make the world better. We get to understand different people and can work on making peace. It also helps us to solve big problems that affect everyone, like keeping the earth clean and safe.

250 Words Essay on Global Citizenship

Global citizenship is the idea that everyone on our planet is part of a big community. It’s like thinking of the whole world as one big neighborhood. People who believe in global citizenship care about issues that affect everyone, no matter where they live.

Caring for the Earth

Helping each other.

Global citizens also think it’s important to help people in need. This could be by giving money to charities that work all over the world or by learning about different cultures and understanding people who are different from us.

Another big idea in global citizenship is fairness. This means making sure that people everywhere have what they need, like food, water, and a chance to go to school. It’s not fair if some people have too much while others have too little.

Working Together

Finally, global citizenship is about countries and people working together to solve big problems. This can be anything from fighting diseases that spread across countries to making sure everyone has a good place to live.

In short, being a global citizen means caring for our world and the people in it. It’s about learning, sharing, and working together to make the world a better place for everyone.

500 Words Essay on Global Citizenship

Imagine a big school that has students from every part of the world. These students learn together, play together, and help each other. This is a bit like what global citizenship is. Global citizenship means thinking of yourself as a part of one big world community. Instead of just looking after the people in your own town or country, you care about everyone on Earth.

Why is Global Citizenship Important?

Respecting cultures and people.

Global citizens respect and learn about different cultures and people. Every culture has its own special stories, food, and ways of living. When you are a global citizen, you are curious about these differences and you understand that every person is important, no matter where they come from.

Taking Care of the Planet

Our Earth is the only home we have. Global citizens take care of it by doing things like recycling, saving water, and planting trees. We all share the same air, water, and land, so it’s everyone’s job to look after them.

Helping Others

Learning and sharing knowledge.

Being a global citizen also means learning about the world and sharing what you know. You can read books, watch films, or talk to people from different places. Then, you can share what you learn with your friends and family.

Being Active in Your Community

Even though global citizenship is about the whole world, it starts in your own community. You can join groups that clean up parks, help people who are sick, or raise money for good causes. By doing small things where you live, you are being a part of something much bigger.

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Reflection, Action, and Variation Within Global Citizenship Education

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Becoming a global citizen is a process that is never complete—we are always working toward greater understanding of the world and the people living in it. Today, Jason Harshman , Assistant Professor of Social Studies and Global Education at the University of Iowa, shares ways that teachers can assist their students in this journey. And mark your calendar for Thursday, November 19th at 8pm ET for a special #GlobalEdChat on Twitter hosted by the U.S. Department of Education and the Peace Corps (U.S. Department of State). We will discuss providing access to global education for all students.

Educating for global citizenship involves fostering curiosity about, and a desire to learn from, people who see the world differently than you. Of course, developing these dispositions to learning, as well as the competencies associated with global citizenship, take time to develop and require continued and critical self-reflection. Although inherently complex, global citizenship education must be an integral part of PK-16 education.

I offer suggestions for global educators to consider when reflecting on what informs their worldview and how their perspectives color their pedagogy, the possibilities and limitations of classroom projects designed to promote active global citizenship, and the complex as well as liminal nature of what it means to be a global citizen.

Reflection in Global Citizenship Education Reflecting on our perspectives can be challenging and at times uncomfortable because it involves admission that our understanding of a given issue or topic is incomplete and perhaps biased. In thinking about this challenge as an opportunity to learn, and by admitting that we possess biases, we recognize that if this is true for us, it must be true for all people. That is, if we make decisions based on cultural values, familial traditions, socially constructed norms, and educational experiences, then it is true that all people develop worldviews based on myriad influences and inherent biases. By acknowledging that how we think about the world is only one of many valid perspectives, we begin the important work of reflecting on the deeper influences that consciously or subconsciously influence our worldviews.

Educators working to develop the skills and competencies that come with developing open-mindedness are encouraged to create cross-cultural learning opportunities for themselves and their students. These can include inviting guest speakers to the classroom from local cultural and nonprofit organizations that work with people who are newly arrived in the country, collaborating with organizations that use technology to connect classrooms in one country with classrooms and organizations across the world, or partnering with nearby college and university faculty and offices that work with international students. Developing a more open-minded worldview involves being uncomfortable, and global educators should let students know that being uncomfortable with difference is an integral part of the learning process, and that they should avoid judging the beliefs and practices of others simply because they are different.

Questions that educators can ask themselves and students as part of the reflective process within global citizenship education include:

• Whose perspective is missing?
• What influences my global perspective and how does my perspective inform my decision making as an educator/student?

Action in Global Citizenship Education Global is not a term we should use to generalize the nature of how people around the world interact or describe multiple systems associated with globalization. Becoming global is a continuous process that takes time and requires regular reflection on what informs our perspectives. One goal of global citizenship education is for students to be informed, responsible, and culturally sensitive agents for change. And, while developing a state of being that involves working for change is a desirable outcome of global citizenship education, so too are changes related to habits of mind, consumerism, environmental stewardship, and dispositions toward social justice—and injustice.

When teaching for global citizenship, educators should provide students with opportunities to select issues that interest them, even if they appear small compared to the enormity of the world’s needs. As a global educator, you can help students understand that they can work to reduce poverty and assist them in establishing a plan to sustain their involvement with issues related to it. Achieving this goal, however, is not possible with any one assignment, project, course, or even total time in PK-16 education. Providing multiple learning experiences, in different contexts, that encourage students to make personal connections for prolonged periods of time contributes to their development as global citizens.

Questions that educators can ask themselves and students when determining the actions they will take as part of global citizenship education include:

• In what ways are the people we intend to help involved in deciding what we intend to do?
• How do we guard against perpetuating inequity and social injustice while promoting responsible and active global citizenship education?

Variation in Global Citizenship Education The competencies students develop by working and reflecting on their connection to complex global issues in and out of school will develop at different rates over the course of their lives. Even though students may participate in the same or very similar projects within a social studies or science course, they will likely be at different points in the process of becoming a global citizen when those projects begin and conclude. Global citizenship education includes shifts in thinking, and while some may experience changes considered to be progressive, others might regress in their thinking, depending on the circumstances in which they work, the biases they demonstrate, or the habits of mind they do not unpack. Consequently, the outcomes of global citizenship education will vary because such pedagogy is dependent on place, positionality, context, and reflection upon learning and actions taken rather than a prescribed, universal, or mono-directional orthodoxy.

A project-based learning approach within global citizenship education provides multiple opportunities for differentiation, offers multiple learning outcomes, and provides a variety of entry points for students who find themselves at different points on a global citizenship spectrum. Recognizing that there are varying degrees of willingness to engage in one’s responsibilities as a global citizen, educators must be mindful that even if students comprehend the inequity and complexity related to global issues, they may not be inclined to generate transformative and sustained actions for change. Additionally, it is necessary to assure students that because of the complexity associated with global issues, such as working with people with different worldviews, the solutions students propose or the actions they take may not eliminate a problem or even improve a situation. Consequently, when developing and evaluating student projects, global educators are right to allow students to demonstrate their competencies, and the extent to which they identify as global citizens in a variety of ways.

Questions that educators can ask themselves and students as they assess the degree to which they are global citizens include:

• What role does privilege play in my ability to be a global citizen?
• To what extent do the actions I consider to be positive examples of global citizenship adversely affect people and places I do and do not know?

The questions offered above can inform the critical self-reflection teachers and students are encouraged to engage in when evaluating their own global citizenship.

The author can be reached at [email protected] and followed on Twitter @tchlrnchnge .

The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Global Citizenship – What Are We Talking About and Why Does It Matter?

By  Kris Olds

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Editor's note: This guest entry was written by Madeleine F. Green , a Senior Fellow at NAFSA and the International Association of Universities . It was originally published in NAFSA's newish Trends & Insights series of short online article that are "designed to highlight social, economic, political and higher education system trends affecting international higher education." Our thanks to Madeleine and NAFSA for permission to post her fascinating entry here (which is also available as a PDF via this link) . Kris Olds

~~~~~~~~~~~~~~~~~

During the past decade higher education's interest in internationalization has intensified, and the concept of civic education or engagement has broadened from a national focus to a more global one, thus expanding the concept that civic responsibility extends beyond national borders.

As Schattle (2009) points out, the concept of global citizenship is not a new one; it can be traced back to ancient Greece. But the concept and the term seem to have new currency and are now widely used in higher education. Many institutions cite global citizenship in their mission statements and/or as an outcome of liberal education and internationalization efforts. Many have "centers for global citizenship" or programs with this label.

Additionally, national and international organizations and networks have devoted themselves to helping institutions promote global citizenship, although they do not necessarily use that term. For example, the Association of American Colleges and Universities sponsors a series of programs concerned with civic learning , a broad concept that includes several goals for undergraduate education: strengthening U.S. democracy, preparing globally responsible citizenry, developing personal and social responsibility, and promoting global learning and diversity. The Salzburg Seminar's International Study Program provides week-long workshops for faculty to consider the concepts of global citizenship and their integration into undergraduate education. It also provides college students with programs on global issues. The Talloires Network is an international alliance formed in 2005 that includes 202 institutions in 58 countries "devoted to strengthening the civic roles and social responsibilities of higher education." The Talloires declaration refers specifically to "preparing students to contribute positively to local, national, and global communities." Founded in 1985, the oldest of these networks, Campus Compact , retains its predominant, but not exclusive, focus on the United States.

Defining Global Citizenship

A foray into the literature or a look at the many ways colleges and universities talk about global citizenship reveals how broad a concept it is and how different the emphasis can be depending on who uses the term. This essay can only outline a few important elements of global citizenship, but a brief overview of the many meanings should help institutions formulate or clarify their own definition of it, identify those elements that are central to their educational vision, and add other dimensions. The following are among the most salient features of global citizenship (this section draws from a variety of sources but primarily relies on Schattle (2007)).

Global citizenship as a choice and a way of thinking. National citizenship is an accident of birth; global citizenship is different. It is a voluntary association with a concept that signifies "ways of thinking and living within multiple cross-cutting communities—cities, regions, states, nations, and international collectives…" (Schattle 2007, 9). People come to consider themselves as global citizens through different formative life experiences and have different interpretations of what it means to them. The practice of global citizenship is, for many, exercised primarily at home, through engagement in global issues or with different cultures in a local setting. For others, global citizenship means firsthand experience with different countries, peoples, and cultures. For most, there exists a connection between the global and the local. Whatever an individual's particular "take" on global citizenship may be, that person makes a choice in whether or how to practice it.

Global citizenship as self-awareness and awareness of others. As one international educator put it, it is difficult to teach intercultural understanding to students who are unaware they, too, live in a culture that colors their perceptions. Thus, awareness of the world around each student begins with self-awareness. Self-awareness also enables students to identify with the universalities of the human experience, thus increasing their identification with fellow human beings and their sense of responsibility toward them.

Global citizenship as they practice cultural empathy . Cultural empathy or intercultural competence is commonly articulated as a goal of global education, and there is significant literature on these topics. Intercultural competence occupies a central position in higher education's thinking about global citizenship and is seen as an important skill in the workplace. There are more than 30 instruments or inventories to assess intercultural competence. Cultural empathy helps people see questions from multiple perspectives and move deftly among cultures—sometimes navigating their own multiple cultural identities, sometimes moving out to experience unfamiliar cultures.

Global citizenship as the cultivation of principled decisionmaking. Global citizenship entails an awareness of the interdependence of individuals and systems and a sense of responsibility that follows from it. Navigating "the treacherous waters of our epic interdependence (Altinay 2010, 4) requires a set of guiding principles that will shape ethical and fair responses. Although the goal of undergraduate education should not be to impose a "correct" set of answers, critical thinking, cultural empathy, and ethical systems and choices are an essential foundation to principled decisionmaking.

Global citizenship as participation in the social and political life of one's community. There are many different types of communities, from the local to the global, from religious to political groups. Global citizens feel a connection to their communities (however they define them) and translate that sense of connection into participation. Participation can take the form of making responsible personal choices (such as limiting fossil fuel consumption), voting, volunteering, advocacy, and political activism. The issues may include the environment, poverty, trade, health, and human rights. Participation is the action dimension of global citizenship.

Why Does Global Citizenship Matter?

The preceding list could be much longer and more detailed; global citizenship covers a lot of ground. Thus, it is useful to consider the term global citizenship as shorthand for the habits of mind and complex learning associated with global education. The concept is useful and important in several respects.

First, a focus on global citizenship puts the spotlight on why internationalization is central to a quality education and emphasizes that internationalization is a means, not an end. Serious consideration of the goals of internationalization makes student learning the key concern rather than counting inputs.

Second, the benefits of encouraging students to consider their responsibilities to their communities and to the world redound to them, institutions, and society. As Altinay (2010, 1) put it, "a university education which does not provide effective tools and forums for students to think through their responsibilities and rights as one of the several billions on planet Earth, and along the way develop their moral compass, would be a failure." Strengthening institutional commitment to serving society enriches the institution, affirms its relevance and contributions to society, and benefits communities (however expansive the definition) and the lives of their members.

Third, the concept of global citizenship creates conceptual and practical connections rather than cleavages. The commonalities between what happens at home and "over there" become visible. The characteristics that human beings share are balanced against the differences that are so conspicuous. On a practical level, global citizenship provides a concept that can create bridges between the work of internationalization and multicultural education. Although these efforts have different histories and trajectories, they also share important goals of cultural empathy and intercultural competence (Olson et al. 2007).

No concept or term is trouble-free; no idea goes uncontested by some faculty member or group. For better or for worse, global citizenship will undoubtedly provoke disagreements that reflect larger academic and philosophical debates. There is plenty of skepticism about global citizenship. Some object to any concept that suggests a diminished role for the nation and allegiance to it or the ascendancy of global governance systems. The idea of developing students' moral compasses can raise questions about whose values and morals and how institutions undertake this delicate task. Some students will choose not to accept responsibility for the fate of others far away, or may see inequality as an irremediable fact of life. Some faculty will stand by the efficacy and wisdom of the market; others will see redressing inequality as the key issue for the future of humankind. And so on.

Such debates, sometimes civil or acrimonious, are, for better or worse, the stuff of academe. Implementing new ideas—even if they have been around for a very long time as in the case of global citizenship—can be slow and painful. However, if colleges and universities can produce graduates with the knowledge and the disposition to be global citizens, the world would certainly be a better place.

Madeleine F. Green

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Box 1 - Conceptual Divides

What was once simply called “international education” is now a field awash with varied terminology, different conceptual frameworks, goals, and underlying assumptions.*

Although "internationalization" is widely used, many use globalization—with all its different definitions and connotations— in its stead. Rather than take on the job of sorting out the terminology, let me point out two significant conceptual divides in the conversation. Both center on the purpose of internationalization.

In the first divide, we see one face of internationalization as referring to a series of activities closely associated with institutional prestige, profile, and revenue. These activities are generally quantifiable, lend themselves to institutional comparisons and benchmarking, and provide metrics for internationalization performance that resonate with trustees and presidents. Examples include hosting international students, sending students abroad, developing international agreements, and delivering programs abroad.

The other face of internationalization—student learning— is much more difficult to capture and assess, but it provides an important answer to the “so what?” question. Why does internationalization matter? What impact do internationalization activities have on student learning? How do they contribute to preparing students to live and work in a globalized and culturally diverse world?

Different terms with overlapping meanings are used to describe the student learning dimension of internationalization. Global learning, global education, and global competence are familiar terms; they, too, are often used synonymously. The global in all three terms often includes the concepts of international (between and among nations), global (transcending national borders), and intercultural (referring often to cultural differences at home and around the world).

Also prevalent in the student learning discussion is another cluster of terms that focus specifically on deepening students’ understanding of global issues and interdependence, and encouraging them to engage socially and politically to address societal issues. These terms include global citizenship, world citizenship (Nussbaum 1997), civic learning, civic engagement, and global civics (Altinay 2010). These terms, too, share several key concepts, and are often used interchangeably.

The second divide focuses on the divergent, but not incompatible goals of workforce development (developing workers to compete in the global marketplace) or as a means of social development (developing globally competent citizens.) Global competitiveness is primarily associated with mastery of math, science, technology, and occasionally language competence, whereas “global competence” (a broad term, to be sure), puts greater emphasis on intercultural understanding and knowledge of global systems and issues, culture, and language.

As the field grows increasingly complex and the instrumental goals of internationalization become more prominent, it is important that campus discussions and planning efforts sort out their language, underlying concepts, and implied or explicit values. Otherwise, people run the risk of talking past each other and developing strategies that may not match their goals.

----------------------------------------

* It is important for U.S. readers to note that the goals of and assumptions about internationalization vary widely around the world. The Third Global Survey of Internationalization conducted by the International Association of Universities found that there are divergent views among institutions in different regions of the risks and benefits of internationalizations. Based on their findings, IAU has launched an initiative to take a fresh look at internationalization from a global perspective .

Altinay, Hakan. "The Case for Global Civics." Global Economy and Development Working Paper 35 , The Brookings Institution, Washington, DC, 2010.

Nussbaum, Martha. 1997. Cultivating Humanity: A Classical Defense of Reform in Liberal Education . Cambridge, MA and London: Harvard University Press.

Olson, Christa, Rhodri Evans, and Robert Shoenberg. 2007. At Home in the World: Bridging the Gap Between Internationalization and Multi-Cultural Education . Washington DC: American Council on Education.

Schattle, Hans. 2007. The Practices of Global Citizenship . Lanham: Rowman and Littlefield Publishers, Inc.

Schattle, Hans. 2009. "Global Citizenship in Theory and Practice." In The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship , ed. R. Lewin. New York: Routledge.

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Home — Essay Samples — Environment — Global Citizen — A Global Citizen and the Benefits of International Citizenship

A Global Citizen and The Benefits of International Citizenship

• Categories: Citizenship Global Citizen Welfare

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Words: 1313 |

Published: Feb 8, 2022

Words: 1313 | Pages: 3 | 7 min read

Table of contents

Introduction, being a global citizen, the benefits of global citizenship.

• Global Identity: At its core, being a global citizen means identifying first and foremost as a member of the global community. While individuals may have national or cultural affiliations, global citizens recognize that these are just one layer of their identity. They see themselves as part of a larger human family, connected by shared challenges and opportunities.
• Responsibility for the World: Global citizens understand that they have a responsibility not only to their immediate communities but also to the world at large. They acknowledge that their actions and choices can impact people and ecosystems far beyond their borders. This heightened sense of responsibility compels them to engage in efforts to address global issues such as poverty, climate change, and social injustice.
• Cultural Competence: Being a global citizen entails a deep appreciation for cultural diversity. Global citizens are curious about other cultures, eager to learn from them, and respectful of differences. They recognize that cultural diversity enriches our global tapestry and contributes to the richness of human experience.
• Advocacy for Justice: Global citizens are advocates for justice and equality. They recognize that the benefits of globalization should be shared equitably, and they actively work to dismantle systems of oppression and discrimination. Whether it's advocating for gender equality, racial justice, or economic fairness, global citizens champion causes that promote a more just world.
• Environmental Stewardship: Environmental sustainability is a fundamental aspect of global citizenship. Global citizens understand the interconnectedness of environmental issues and the importance of preserving our planet for future generations. They take actions to reduce their ecological footprint and advocate for policies that promote sustainability.
• Engagement and Action: Global citizenship is not a passive state; it requires active engagement and action. Global citizens participate in initiatives, organizations, and movements that address global challenges. They use their voices and resources to effect positive change on a local, national, and global scale.
• Cross-Cultural Communication: Effective communication across cultural boundaries is a key skill of global citizens. They value open dialogue, empathy, and active listening as tools for resolving conflicts, fostering understanding, and building bridges between people from diverse backgrounds.

Building a Global Community

Mobilizing for global change, creating a peaceful, prosperous, and interconnected world.

• Evans, H. (TEDxSydney). (2013). What does it mean to be a citizen of the world? TEDxSydney. https://www.ted.com/tedx
• Sen, A. (2006). Identity and Violence : The Illusion of Destiny. W. W. Norton & Company.
• Giddens, A. (1990). The Consequences of Modernity. Stanford University Press.
• Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858-870.
• Schattle, H. (2008). Global citizenship in theory and practice. In N. J. McLaughlin & D. R. Dean (Eds.), The Sage Handbook of the History, Philosophy, and Sociology of International Relations (pp. 591-606). Sage Publications.
• Global Citizen. (n.d.). About us. https://www.globalcitizen.org/en/about/
• World Economic Forum. (2021). Global citizenship and the future of education: 7 key takeaways. https://www.weforum.org/agenda/2021/03/education-global-citizenship-future-skills/

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Global citizenship education: reflections and practical guidance from unesco.

Within the global education community, the current understanding of quality education includes developing knowledge and skills for global citizenship and sustainable development. What exactly does global citizenship education entail? UNESCO has released curriculum guidance and a background report to answer this question.

The Sustainable Development Goals have brought a global level of attention to a range of educational quality issues that extend far beyond just literacy and numeracy. Target 4.7 of the SDGs calls for ensuring “that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”

While some countries already incorporate these objectives into their educational plans and curricula, for many others this global target may contain unfamiliar ideas and raise a number of questions. Anticipating these concerns, UNESCO began in 2013 to host a series of international consultations on what global citizenship education entails and how it can be implemented. These consultations resulted in a report, Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century , and more recently in a field-tested curricular guidance document, Global Citizenship Education Topics and Learning Objectives .

The curricular guidance defines global citizenship as “a sense of belonging to a broader community and common humanity,” emphasizing “political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global.” Global Citizenship Education (GCE) in turn “aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peaceful world.”

UNESCO’s curricular guidance defines three key learning outcomes in the cognitive, socio-emotional, and behavioural domains, and describes three corresponding learner attributes that GCE should aim to develop. These are further developed into nine suggested topic areas, as follows:

The curriculum guidance document further specifies the learning objectives to be attained under each of these topics, at each level of the basic education system (from pre-primary to upper secondary), and details the key themes to be covered at each level.

Together with the earlier report , this UNESCO guidance covers a range of fundamental questions that education planners may have about GCE. Responses to some of these questions are summarized below:

Does GCE reflect our national values?

Global citizenship education is based on values that are increasingly being considered essential on the international stage. Nonetheless, the UNESCO report recognizes that there continues to be debates and points of tension around this idea. Some of the issues the report identifies include: differing views regarding whether to promote global solidarity or global competition, reconciling local and global identities and interests and the extent to which education is allowed to become a means for challenging the status quo. The reflections on these issues contained in the report can be helpful in thinking through the deeper value considerations that must go into designing approaches to GCE within a specific national context.

How can we find room in our curriculum for a new course on GCE?

The UNESCO report states that “GCE is not a separate subject. Rather, it is a learning process focusing not only on what students learn but also how they learn.” Certainly, GCE may be offered as a stand-alone subject. But the UNESCO guidance also highlights many other possibilities, including influencing school-wide priorities and the overall school ethos with global citizenship values and practices; integrating GCE within existing subjects such as “civics, social studies, environmental studies, geography, history, religious education, science, music and arts”; promoting GCE through cross-disciplinary collaborations between teachers of different subjects; using information and communications technology to help connect students with their peers in other parts of the world; using sports and the arts; and promoting youth-led and community-based initiatives that take action to address certain citizenship and sustainable development concerns.

What does GCE look like in practice?

The UNESCO report and curricular guidance both cite numerous examples of educational initiatives around the world that incorporate elements of GCE. Although these examples are not very detailed, educators may gain an understanding of what an effective GCE lesson or experience looks like. The report acknowledges that in most countries there is a dearth of pedagogical materials—such as textbooks, supplementary reading materials, multimedia, and other learning tools—that are specifically designed to support teachers in implementing global citizenship education. The guidance document states that “UNESCO would welcome suggestions and examples of research and practice for future editions.”

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Embracing Global Citizenship: A Personal Journey

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Introduction

Qualities global citizens should possess.

People Acting as Global Citizens

How and why you can become a global citizen.

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Essay on Global Citizenship and Equity Reflection

In most instances, patients do not get the care they deserve due to their cultural differences, which impact their behaviors. Many health providers are not culturally informed hence may come out ignorant. In providing patients care, it’s vital to be sensitive to their culture as it impacts their performance outcomes. More so, being keen when conducting a health assessment on the client is equally significant. In this article, I write about my experience with a patient of a different culture and how being culturally informed and sensitive helped me provide better patient care. I also talked about the principal issue with the client and how caring for them made me feel.

Table of contents

While undertaking my RPN diploma in nursing, I was taught that a person’s culture could significantly impact a patient’s care and overall well-being. Many different cultures exist, and this could determine the care accorded by nurses to specific patients. Therefore, I started to enquire with working nurses to have an insight into how culture impacts care. After I began working as a full-time nurse, it became evident how essential it is to be culturally aware and sensitive. In this essay, I reflect on my experience as a psychiatric nurse in a health care career.

Objective Recall

My first patient was a young man from an Indian background called Mr. T for confidentiality, and he was admitted to the psychiatric ward with anxiety disorder. I was tasked with monitoring patients and evaluating their side effects as the nurse on duty that night. The nurse informed me that Mr. T was not compliant to care; he would not eat or take his medications. Also, when approached, he would become very irritated. I was also informed Mr. T had issues sleeping and was trembling almost all the time. His family did not visit him very often, and when they’d show up, he became restless and could hardly concentrate on what they were saying to him.

Subjective Recall

When I went up to Mr. T to introduce myself, I observed that he became very restless. His breathing rate became heightened. While conducting my health assessment, I observed that he blankly stared at the wall and started fidgeting. When he finally calmed himself at around 9 pm, I was still in the room, I offered him an apple, and he ate it silently. It takes a culturally aware person to comprehend that a difference exists. This comprehension helped me apprehend that Mr. T being an Indian meant he was a vegetarian (Borude, 2019). Therefore, he could not eat the food provided at the hospital as, in most cases, it had meat. By acknowledging his culture, I initiated a nurse-client relationship with him. He had some language barrier, but he understood and spoke English though not fluently.

The health provider’s ignorance was the primary issue. Mr. T, due to his illness, had problems initiating a conversation hence the reason he did talk about his culture and beliefs. More so, Mr. T had an “anxiety disorder” diagnosis on the consultation note that limited the nurse’s all-inclusive approach. Mr. T was not passive-aggressive by failing to eat; he was just disturbed that his religious needs were not being met. I assured him that he was free to conduct his puja prayers in his room and could close the door for privacy. More so, I talked slightly slower to give him time to hear the words, which made him want to talk to me. Several personal aspects can affect a person’s behavior and performance result (Lin, 2016). Additionally, engaging interpersonal skills with a patient who shares different beliefs and values is crucial (Lin, 2016). Therefore, the need for nurses to be culturally informed.

This reflection helped me understand personally that different beliefs and values exist for other cultures and that cultural awareness can envisage culturally knowledgeable actions (Lin, 2016). At the end of my shift, I shared with my colleagues about my encounters from the previous night and how my cultural sensitivity knowledge helped me connect with the patient. I also proudly narrated to them how the patients opened up to me, which allowed me to offer better care to the patient.

Borude, S. (2019). Which Is a Good Diet—Veg or Non-veg? Faith-Based Vegetarianism for Protection from Obesity—a Myth or Actuality? Obesity surgery, 29(4), 1276-1280.

Lin, H. C. (2016). Impact of nurses’ cross‐cultural competence on nursing intellectual capital from a social cognitive theory perspective. Journal of advanced nursing, 72(5), 1144-1154.

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Home / Essay Samples / Sociology / Citizenship / Becoming a Responsible Citizen: Significance of Active Citizenship

Becoming a Responsible Citizen: Significance of Active Citizenship

• Category: Sociology , Law , Social Issues
• Topic: Citizenship , Civil Law , Refugee

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