Implications Of Globalization On Citizenship Education
In this chapter, we will discuss the implications of globalization on citizenship education in a pluricultural school class. Due to globalisation, people migrate and live in many different countries. From a teacher’s view, there will probably be pupils from various cultural, linguistic and family backgrounds in the same group. To reach the goal of citizenship education, to help every student to become an effective citizen and have the values, knowlegde and skills needed to be a part and participate in a society, the teacher has to take into account many things to include students from different backgrounds (Banks, 2007, p. 1). There are many pitfalls to avoid when implementing good citizenship education, and we will present a few of them. We …show more content…
118). Banks emphasizes that when educating effective citizens, it is important to support students to create a balance between their cultural, national and global identifications (Banks, 2007, p. 25). The goal is that students from other cultures than the mainstream culture would feel included, supported and accepted in all dimensions of their identity. Only then they can become affective citizens of the nation state. (Banks, 2007, p. …show more content…
We will discuss the implications of globalization on multicultural education from the view of teachers and curriculum, as they play a big part in including all students and implementing culturally sensitive teaching. Globalization and pluriculturalism in schools set new challenges for a teacher, and gives an opportunity to grow as a professional and a person. Teachers will get more experience in teaching modern, pluricultural classes. Due to globalization, teachers are forced to question their own old habits and presumptions. They need to self-reflect and recognize their own bias and attitudes first to find ways to change them and to make sure not to pass these forward to their students (D’Angelo & Dixey, 2001). This makes implementing another goal of multicultural education, prejudice reduction, easier as well (Banks, 2007, p. 84). Banks (Banks, 2007, p. 99) also states that when implementing good multicultural education and equity pedagogy, only good intentions are not enough, but that the teacher also needs to have pedagogical, multicultural and subject-area
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