Global citizenship: teaching and learning about cultural diversity

citizenship edition Global citizenship: teaching and learning about cultural diversity Tasneem Ibrahim The processes of globalisation (political, cultural, economic and technical) have given emphasis to the need for global citizenship education. Increasing levels of migration challenge the idea of singular citizenship based on a sense of loyalty to a particular nation state. In contexts of cultural pluralism citizens have multiple attachments and identities based on a range of ethnic, religious, national and cultural elements. As globalisation brings different cultures and religions closer together there is also a need for education to promote interculturalism at local and global levels. This involves developing the ability to reflect on different experiences and perspectives and to increase understanding of diversity. We need to develop shared understandings of needs and rights across cultural boundaries. These developments require us to re-evaluate concepts of citizenship and citizenship education in the context of cultural pluralism and global interdependence (Figueroa, 2000; Lynch, 1992). This situation calls for a more global model of citizenship education that recognises the diversity of learners cultures, promotes respect for diversity and develops critical understanding of the experiences and perspectives of different social and cultural groups. Osler and Starkey (2000) have persuasively argued that what is required is a new vision of multiculturalism, founded on human rights as internationally agreed principles and inclusive of majority and minority groups. This article examines how global citizenship education can contribute to teaching about cultural diversity and identity. It explores the potential of citizenship education at Key Stages 3 and 4 to promote international awareness and cultural pluralism. Drawing on my experience as project officer for the DFID-funded Global Dimension database (www.globaldimension.org.uk) I review the potential of three recently produced resources to support education for global citizenship. A Curriculum for Global Citizenship Recent curriculum guidance gives increasing recognition of the need to prepare students to live in contexts of global change, interdependence and diversity (DfEE, 2000). This applies not only to delivering the formal curriculum but also to the ethos and organisation of school life. In consultation with a range of educators in the UK, Oxfam (1997) have developed a holistic curriculum for global citizenship. It outlines relevant knowledge, skills, values and attitudes for young people to practice social and environmental responsibility in a diverse society and interdependent world. These are not new concerns. Current initiatives draw on the work of the World Studies Trust and development education centres and individuals that have developed materials and participatory pedagogical approaches over a number of decades (Clough and Holden, 2002). Key areas in the Oxfam curriculum for global citizenship that are relevant to studying cultural diversity include: Understanding of cultural and other diversity within societies and how the lives of others can enrich our own Knowledge of the nature of prejudice towards diversity and how it can be combated Ability to assess viewpoints and information in an open-minded and critical way and to be able to change one s opinions, challenge one s own assumptions Appreciation that everyone is different and that we can learn from each other A sense of common humanity, common needs and rights. (Oxfam, 1997:14-15) Oxfam (1997) suggests that global citizenship is not a separate subject but a way of exploring issues and developing skills across the curriculum. I would argue that whilst it is important for the principles of global education to permeate the whole of the school curriculum, it also needs a Race Equality Teaching Trentham Books 2004 29

specific subject focus. Citizenship education provides a vehicle through which global citizenship can be mainstreamed within a learning framework that is based on human rights, social justice and democratic participation (Osler and Vincent, 2002). Global citizenship, cultural diversity and the Citizenship programme of study The programme of study for citizenship (P of S) outlines opportunities for students to learn about diverse ethnic and religious identities in the UK (see Table 1). There is more emphasis on difference rather than commonality or equality reflecting the emphasis of the Crick Report (Osler and Starkey, 2000). Global citizenship education must, by definition, also include local and national dimensions (Lynch, 1992). By linking the statements within the P of S on diversity and those on the global community it is possible to provide a framework within which identities can be explored at local, national and global levels. The statements imply a significant body of knowledge that is required in order for pupils to make connections and explore relationships. There is a distinct shift between Key Stages 3 and 4 where pupils move from simply learning about diversity to understanding its origins and implications (statement 1.b). The statements are largely consistent with the Oxfam curriculum for global citizenship that specifies a deeper understanding of different cultures and societies, the role as a global citizen and world economic and political systems (Oxfam, 1997: 16). There are also opportunities to consider the nature of diversity in relation to human rights and responsibilities conferred as a result of membership of these international bodies. Knowledge and understanding within the P of S for Citizenship is acquired and applied when developing skills of enquiry and communication and participation and responsible action (QCA, 1999:14). The study of cultural diversity through global citizenship education also requires a critical engagement with issues and opportunities for students to be discursive and argumentative (Oxfam, 1997). The Citizenship programme provides particular scope for delivering three key skills from the Oxfam curriculum for global citizenship. These are critically analysing information, arguing rationally and persuasively from an informed position and learning to develop / change position through reasoned argument (Oxfam, 1997: 17). Through Citizenship at Key Stages 3 and 4 pupils are also required to think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information, justify a personal opinion about such issues, problems or events and think about, express and explain views that are not their own (QCA, 1999: 14-15). These higher order skills of critical analysis, discussion, reflection and decision-making imply active learning methodologies. A particular strength of the Citizenship programme is the emphasis it puts on developing active participation in the learning process. This can facilitate the Table 1: Extract from the National Curriculum Programme of Study for Citizenship (QCA, 1999:14-15) Knowledge and understanding about becoming informed citizens Key Stage 3 Pupils should be taught about: 1.b the diversity of national, regional, religious, and ethnic identities in the UK and the need for mutual respect and understanding 1.i the world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations Key Stage 4 1. b the origins and implications of the diverse national, regional, religious, and ethnic identities in the UK and the need for mutual respect and understanding 1.i the United Kingdoms relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations 30 Race Equality Teaching Trentham Books 2004

integration of pupils understanding of diverse experiences and perspectives within a critical framework of human rights as the principles underpinning democratic and culturally plural societies (Starkey, 1994). Human rights principles are central to global citizenship education as they provide a framework to develop a shared set of values and to enable diverse communities to find points of common agreement. Skills of critical reflection also enable students to develop shared understanding across cultural boundaries and make assessments about their own and other cultures. Resources for global citizenship To what extent do the resources aimed at secondary school teachers and students address global citizenship, cultural diversity and identity? I have selected three texts addressing global citizenship, the first of which was produced by a commercial publisher. The second has been produced by TIDE in partnership with teachers. The third resource is published by an international aid agency, Islamic Relief, in cooperation with both teachers and TIDE. The three resources are: Activate: Enquiries into global citizenship, Nelson Thornes Whose Citizenship? A teacher s toolkit, TIDE Citizenship and Muslim Perspectives, Islamic Relief in partnership with TIDE. How are issues of living in diverse communities and societies explored? Statistical data on diversity and identity are presented in all three resources although there are variations in the purpose and presentation of this data. The commercially produced textbook Activate: enquiries into global citizenship presents simplified statistics on ethnic and religious diversity in the UK, and national newspaper extracts to highlight the world on our doorstep (Algarra, 2002:18-19). It highlights the relatively small percentage of the population from minority groups, the positive impact of immigration on the UK economy and the benefits of linguistic diversity. Students are required to draw on this data to question their own assumptions about cultural diversity and reflect on Britain as a multicultural society. However, the activities do not provide opportunities to relate these issues to students own experiences or consider different sources of information or perspectives to develop their informed opinions about these issues. In contrast, the DEC publication Whose Citizenship? A teacher s toolkit takes the experiences of students as a starting point to develop the concept of multiple identities. The text provides suggestions for students to discuss the range of connections that they have with other places to develop a global approach to citizenship. A suggested activity includes mapping the connections on a diagram to highlight the local, regional, national and international dimension to their lives (TIDE, 2002: 15). The text also includes detailed statistical data on the West Midlands population by ethnic group, and social and economic statistics for different areas within the West Midlands. The presentation of statistics on diversity is related to a case study on using surveys and statistics. Students are asked to use these data sets to investigate citizenship issues in their local areas. There are opportunities for students make connections across the local and global to understand the nature of global interdependence. Students can identify how issues of diversity and identity that have a global dimension are relevant within the context of their own locality. The use of statistical data allows students to consider how the experience of living in a diverse society varies locally and regionally. The text introduces some citizenship issues for particular localities including age distribution, income support claimants, employee jobs and indices of deprivation (TIDE, 2002:21). However, there is limited scope to develop a deeper understanding of the social, economic and political context of the locality or region due to the skills-based rather than contentbased nature of the material. In contrast, the Activate series of books for local, national and global citizenship explores some of the wider issues of rights and responsibilities, government services, the media and democratic processes of decision-making. Citizenship and Muslim Perspectives, produced jointly by TIDE and Islamic Relief also contains a range of statistical data. This book is more contentfocused than many other TIDE publications, and the aim appears to be to inform teachers about Islam, in the context of an increased (and often negative) focus on Islam and Muslims in the media. This publication presents statistics on Muslims across the UK, stressing cultural diversity amongst Muslims as well as religious diversity Race Equality Teaching Trentham Books 2004 31

within the country. Unlike many other TIDE publications it does not provide activities for students, instead it invites teachers to identify their own needs and skills in enabling discussion among students. Can learners develop skills to explore cultural diversity and global citizenship? Both the TIDE publication Whose Citizenship and the Nelson Thornes publication Activate provide opportunities to develop skills of enquiry and communication, participation and reflection within the Citizenship P of S. The materials differ in the extent to which they adopt pedagogical approaches based on active and participatory learning approaches. In a unit on diversity in Activate: pupils are provided with statistics about religious and ethnic diversity in the UK and newspaper extracts on linguistic diversity and immigration. These tasks require students to think about topical issues and develop their own opinions by analysing information. Pupils need to use these sources to answer questions about the benefits of immigration for the UK economy and whether the data matches people s expectations about Britain as a multicultural society. However, there is limited scope for students to develop critical understanding of these data sets and skills to interpret data, identify bias and explore reliability. In contrast, Whose Citizenship? discusses the need for a critical and questioning approach to data analysis using examples of surveys and statistical data on identity and diversity. It suggests using newspaper headlines as a stimulus to raise questions about comparable issues in population surveys such as the census. The questions are open-ended and exploratory encouraging students to question information that is presented to them: Why do we have to fill in the forms by law? What will it all mean when they count up the data? How do we feel about personal questions? (TIDE, 2002:18). Both texts suggest an enquiry-based task for students to investigate diversity within their school or local community. In Activate, this activity is an example of taking the tasks further and involves students carrying out a survey on diversity and making comparisons with national figures. Whose Citizenship? identifies a process of investigation through which the student s survey can be developed, executed and evaluated (TIDE, 2002:19). This process requires pupils to make decisions about categories used and consider the benefits and limitations of using particular categories and methods of data collection. It also allows students to draw out issues from the activity, consider how reliable and representative their findings are and make recommendations to develop skills of reflection and participation. Are there opportunities to raise awareness of diversity and develop shared values? The identification of human rights as a framework of universal values to discuss issues of diversity is evident in commercially produced resources. Activate identifies articles from the Universal Declaration of Human Rights (UDHR) that recognise value and respect for difference and equity in relation to ethnic and religious differences. The tasks involve students describing their reaction to and opinions about case studies of discrimination, religious freedom, freedom of speech and freedom to march (Algarra, 2002:20). Students then select one case study to make a reasoned argument for and against the views represented. The presentation of controversial case studies attempts to highlight conflicting human rights in practice. There are few opportunities for students to reflect on the need for human rights to endorse values of democracy and pluralism in multicultural societies. The text also puts greater emphasis on differences between the perspectives of different religions and cultures rather than commonalities. It does not present different religious or cultural views to support this argument: In different religions and cultures peoples ideas about what makes someone a good person and what makes a good life vary (Algarra, 20002:21). In materials produced by development agencies, students are encouraged to explore their own values and alternative perspectives to a greater extent. The joint TIDE and Islamic Relief publication, Citizenship and Muslim Perspectives, provides examples of charters within the Islamic tradition in relation to human rights and citizenship. The activities involve students working in groups to discuss and debate a charter and extract agreed principles to arrive at a class list of ranked points. This text allows students to consider a religious perspective in some detail and to identify common points of agreement for students 32 Race Equality Teaching Trentham Books 2004

from different cultural backgrounds. An additional exercise relating the rights and responsibilities within these charters to articles within the UDHR would highlight shared values. This type of activity reflects the process of forming universal principles for different groups to live together reflected in human rights declarations. Conclusion The voluntary sector-produced texts provided opportunities for teachers and students to explore meanings and experiences of diversity within local communities and then move to making connections with the wider world. These texts raise awareness of related structural economic and political issues, although their skills-based approach means that related content on equality legislation or human rights declarations, for example, is not provided. The emphasis is on the process. The commercially-produced text was more content-based and encouraged skills to assess viewpoints. It provided information for students so they might question their own opinions and assumptions. The voluntary sector produced material took this one step further and developed a process of investigation that was critical and questioning and more likely to encourage the development of skills of intercultural evaluation. The commercially-produced text provided opportunities to consider human rights as values for democratic and plural societies although it focused more on conflicting rights and values rather than developing a sense of common humanity, needs and rights. The joint TIDE and Islamic Relief text provided more opportunities to reflect on values although links between different perspectives and a human rights framework were not made explicit. This suggests that teachers need to draw on a range of texts to enable students to develop a critical and reflective understanding of cultural diversity and make connections between these issues in local communities and as part of the wider world. Commercial publishers might benefit from developing a process-based approach, as used in the voluntary sector. Commercial publishers are readier to provide more in-depth contextual material which might contribute to understanding. In this case the explicit reference to internationally agreed human rights instruments was particularly helpful. The voluntary sector should not be coy about making its value position explicit. This can only be helpful to both teachers and students. As Oxfam notes The values and attitudes of young people will shape the kind of future world in which we will live (Oxfam, 1997:13). There remains a need to promote dialogue between and within different cultural groups and for students to develop their own sense of identity and belonging as global citizens. Teachers need resources which provide a sound knowledge base and which encourage dialogue, discussion, reflection and active learning. References Algarra, B. (2002) Activate: enquiries into global citizenship. Cheltenham: Nelson Thornes. Clough, N. and Holden, C. (2002) Education for Citizenship: ideas into action. London: RoutledgeFalmer. DfEE (2000) Developing a Global Dimension in the School Curriculum. London: Department for Education and Employment. Development Education Centre (2002) Whose Citizenship? A teacher s toolkit. Birmingham: DEC/TIDE. Figueroa, P. (2000) Citizenship education for a plural society, in A. Osler (Ed.) Citizenship and Democracy in Schools: diversity, identity, equality. Stoke: Trentham. Islamic Relief (2003) Citizenship and Muslim Perspectives. London: Islamic Relief in partnership with Teachers in Development Education (TIDE). Lynch, J. (1992) Education for Citizenship in a Multicultural Society. London: Cassell. Osler, A. and Starkey, H. (2000) Citizenship, human rights and cultural diversity, in A, Osler (Ed.) Citizenship and Democracy in Schools: diversity, identity, equality. Stoke: Trentham. Osler, A. and Vincent, K. (2002) Citizenship and the Challenge of Global Education. London: Trentham. Oxfam (1997) A Curriculum for Global Citizenship. Oxford: Oxfam QCA (1999) Citizenship: The National Curriculum for England, Key Stages 3-4. London: Qualifications and Curriculum Authority. Starkey, H. (1994) Development Education and human rights education, in Osler, A. (Ed.) Development Education: global perspectives in the curriculum. London: Cassell. Tasneem Ibrahim is a research assistant at the Centre for Citizenship Studies in Education, University of Leicester and project officer for the Global Dimension database. Email: T.Ibrahim@le.ac.uk. Race Equality Teaching Trentham Books 2004 33