In the RHS Global Studies Concentration, students become global citizens. This means they know how to:
Investigate the world beyond their immediate environment
Recognize perspectives – both their own and others’
Communicate ideas effectively with diverse audiences
Take action to improve conditions – locally, regionally, or globally
Investigate the world beyond their immediate environment
- Ask questions about the way things are and were
- Seek answers to their questions
- Conduct research
- Analyze the complexities and interdependency of world events and issues
- Form opinions based on exploration and evidence
- Find commonalities among diverse places, cultures, histories, and beliefs
Recognize perspectives – both their own and others’
- Articulate and explain perspectives
- Respect other perspectives even when they clash with the student’s own
- Consider the origins of these perspectives and the circumstances in which they arose
- Seek out multiple opinions and perspectives
Communicate ideas effectively with diverse audiences
- Write, speak, and design in a way that is clear and persuasive
- Bridge geographic, linguistic, ideological, and cultural barriers
- Share knowledge with others
- Collaborate with people in many different settings
Take action to improve conditions – locally, regionally, or globally
- View themselves as able to help solve global challenges
- Create innovative solutions to global challenges
- Reflect on their actions and the impact they might have
- Collaborate with others to solve problems
- Ensure their action is based on accurate, reliable information
- Prevent and resolve conflicts
Students who are global citizens also possess certain dispositions and values. These include:
- Intellectual curiosity
- Ethical behavior
- Empathy, integrity, flexibility, and adaptability
- Leadership, initiative, productivity, and perseverance
- Personal and social responsibility
- Appreciation for art, culture, and diversity
Many organizations have worked on global citizenship and global competency. Much of our work stems from the work done by the Asia Society, but others have influenced it as well. Below are some resources if you are interested in learning more about global citizenship.
The Asia Society - Global Competencies
The Asia Society Partnership for Global Learning and the Council of Chief State School Officers worked together to publish matrices that explain and apply global competence overall and in the context of the different subjects at school. The general matrix is available here. The subject specific matrices are available here. For more about each competency, see Tony Jackson's article about Global Competence.
The Asia Society Partnership for Global Learning and the Council of Chief State School Officers worked together to publish matrices that explain and apply global competence overall and in the context of the different subjects at school. The general matrix is available here. The subject specific matrices are available here. For more about each competency, see Tony Jackson's article about Global Competence.
Oxfam Global Citizenship Education
Oxfam UK developed curriculum and expectations around global citizenship in 2006. They believed that because the world was changing so quickly and becoming increasingly interdependent that it was imperative to educate students to become global citizens who will work to solve the world's challenges. They see the key elements of responsible global citizenship including: knowledge and understanding, skills, and values and attitudes. The main document that describes their curriculum and beliefs is here. For more information, see their website.
Oxfam UK developed curriculum and expectations around global citizenship in 2006. They believed that because the world was changing so quickly and becoming increasingly interdependent that it was imperative to educate students to become global citizens who will work to solve the world's challenges. They see the key elements of responsible global citizenship including: knowledge and understanding, skills, and values and attitudes. The main document that describes their curriculum and beliefs is here. For more information, see their website.
