How The Ideas of Home in A Global Community Have Influenced My Notion of Global Competency.

 

How The Ideas of Home in A Global Community Have Influenced My Notion of Global Competency.

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Numerous conceptually relevant interpretations of the word "home" exist. Today, we should see the network of people we are related to as a family and the entire world as our home rather than merely paying attention to our blood relatives. We are aware that the world is getting smaller every day and that humanity has effectively melded into one global society as a result of technological advancement and increasing connectedness. In today's small-world setting, the issue of how families and their members could negotiate to construct a home, having a place to call their own, as well as a collective identity, emerges. The rise of international political and non-governmental organizations and movements, as well as the globalization of the economic system, have posed challenges to how macro-systems are understood (Settle, n.d.). The issues we are currently dealing with, such as the depletion of natural resources and the environmental disaster on the little planet where we live, unite us. I believe that the world community should be viewed as a new cultural home for people and that we, as humans, should adopt a common global attitude with universal responsibilities. Our domestic responsibilities ought to be on par with our commitment to the welfare of the entire world. To make human society a coherent global community in this new century, a new feeling of community must be fostered with a global perspective (Chen, 2015). Everyone should cultivate a global worldview through socially constructed concepts that we practice with our families at home.

As a teacher, I take care to ensure that my pupils understand how human activities are influencing life on Earth through my teaching lessons. This is because I want them to have the opportunity to become globally conscious individuals when they leave my classroom. Students currently live in a world that is more connected than ever before, so I encourage them to think critically about the problems and challenges we face on Earth. For national security, environmental sustainability, and economic development, diversity in the classroom and an understanding of global issues are regarded as essential, and I think that education in schools plays a crucial role in these areas (Jackson, 2022). By inspiring my students to take a keen interest in sustainable development and the welfare of all people, I support the educational ethos that the SDGs promote through my teaching lessons. Even inside the classroom, I primarily involve my students in cooperative learning activities because I view my classroom as a global community where people with similar ideologies study, and I also want my students to be aware of this. This way, I believe they can reflect on their own cultures as strengths and seek to understand those of others. During a session on getting to know one another's histories, hobbies, and learning preferences, they are encouraged to interact with one another and develop respect for one another's culture, customs, interests, way of life, etc. Discrimination of any kind is not tolerated in my classroom, where all kids are considered global citizens. By encouraging a better grasp of topics throughout the educational process, I also actively seek to instill in my students a sense of global community. If they could see themselves as significant contributors to a global community, they would be better prepared to think and behave in social situations outside of the classroom.

I intend to give my students the knowledge, skills, attitudes, and values they'll need to prepare them for any global difficulties or cross-cultural scenarios that affect individuals and have a greater impact on the upcoming generation (OECD, 2018). I explain to them that we must protect the environment for the sake of the economy, the environment, and the availability of resources for both the present and the next generation to maintain the small community that is our planet. To better prepare my pupils for the challenges of today's changing world, I frequently involve them in a variety of lesson-related activities actively and responsibly. This involves pedagogical interactions that are pertinent to the problem at hand (Evans, Montemurro, Gambhir, & Broad, 2014). Additionally, they are made aware of the interconnected human rights violations, injustice, and poverty that continue to jeopardize world sustainability and peace. We occasionally create a poster and put it up on the school grounds to inform other students about human rights, injustice, and poverty as well as our responsibility to effectively address these issues.

All of my teaching strategies are based on sustainable development, and I use a variety of perspectives from around the world to explore in my classes the uncertain future caused by climate change and other threats to global sustainability. I mainly include my students in decision-making processes to help them make wise choices that respect cultural variety while also preserving the environment, the economy, and a just society for both the present and future. Additionally, I go through unsustainable patterns of consumption, unsustainable economic growth, the mounting pressure on the environment, and environmental preservation. On the other hand, I routinely talk with my kids in class about how to use resources sustainably, with a focus on the 4Rs (Reduce, Reuse, Recycle, and Recover).

In my opinion, it is crucial to incorporate sustainable deployment education into our classes so that our children are prepared to face issues by being globally competent and behaving appropriately to save our small globe. Additionally, they will view the world as their home and a little community where everyone is similar and has a cheerful outlook.

References

Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.). (2014). Inquiry into practice: Learning and teaching global matters in local classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE). http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

Chen, G. (2015). Theorizing global community as cultural home in the new century. International Journal of Intercultural Relations - Volume 46. https://www.sciencedirect.com/science/article/abs/pii/S0147176715000474

Jackson, A. (2022). Global Competence: The What, The Why, and The How. https://asiasociety.org/education/educating-global-competence

OECD. (2018). PISA 2018 Global Competence. https://www.oecd.org/pisa/innovation/global-competence/

Settle, B. H. (n.d.).  Being at Home in a Global Society: A Model for Families' Mobility and Immigration Decisions. Journal of Comparative Family Studies. https://www.jstor.org/stable/41603782

UNESCO Institute for Statistics. (2022). Education for sustainable development. http://uis.unesco.org/en/glossary-term/education-sustainable-development