Liberal Perspective Of Education For Global Citizenship In International Schools

2018·0.12 MB·English

by  Jeyla Nasibova

AZƏRBAYCAN MƏKTƏBİ. 2018. №2 BEYNƏLXALQ TƏCRÜBƏ
Beynəlxalq məktəblərdə
Qlobal Vətəndaşlıq Təhsilinin
liberal perspektivləri
Ceyla Nəsibova
Müəllif: Annotasiya.Məqalədə beynəlxalq məktəblərdə Qlobal Vətəndaşlıq
Ceyla Nəsibova — Təhsilinin (QVT) — şəxsi azadlıq, ictimai məsuliyyət, təfəkkür
Bakı Oxford Məktəbinin genişliyi və mədəniyyət müxtəlifliyinə hörmət kimi liberal kon-
Humanitar elmlər şöbəsi, sepsiyalar və dəyərlər üzərində formalaşmış sistemin gələcəyi
Glasgow Universitetinin müzakirə olunur. QVT-yə liberal yanaşma liberal təhsilin tənqidi
EdD proqramı tələbəsi, düşünməyə və qeyri-instrumental məqsədlərdən istifadə etməyə
Böyük Britaniya. imkan verən biliklərin və fikirlərin genişliyi, muxtariyyət kimi
E-mail: [email protected] əsas komponentlərinə malik olacaq. Bu kontekstdə liberal
yanaşmanın qeyri-instrumental məqsədi təkcə gələcəkdə özünün
maliyyə stabilliyini təmin etmək və qlobal iqtisadi oyunçu olmaq
üçün oxuyan deyil, dünyaya pozitiv dəyişikliklər qatmağa çalışan
qayğıkeş, demokratik vətəndaşları yüksəltməkdir. Məqalədə,
həmçinin, göstərilir ki, beynəlxalq məktəblərdə digər tədris
fənləri ilə birlikdə QVT-yə liberal yanaşma potensial qlobal
vətəndaşlar üçün qloballaşan dünyada effektiv fəaliyyət göstərməyə
imkan verən hüquq və azadlıqların anlaşılmasını, bacarıqların
Açar sözlər: genişliyini təmin edir. Qloballaşma prosesi bütün dünyada, o
qloballaşma, təhsil, qlobal cümlədən Azərbaycanda təhsil sistemləri və dünyagörüşü
vətəndaşlıq, liberal, dəyişdirmək üçün çətir kimidir. Eyni zamanda, beynəlxalq
müxtəliflik, qlobal məktəblərdə QVT-yə liberal yanaşma qlobal demokratik cəmiyyət
cəmiyyət, beynəlxalq üçün daha uğurlu gələcəyin formalaşmasında mühüm rol oynaya
məktəblər. bilər.
DOI: 10.32906/AJES/683.2018.02.11
Məqaləyə istinad:Nəsibova C. (2018) Beynəlxalq məktəblərdə Qlobal Vətəndaşlıq Təhsilinin liberal perspektivləri.
«Azərbaycan məktəbi». № 2 (683), səh. 151–156
Məqalə tarixçəsi
Göndərilib: 24.08.2018; Qəbul edilib: 04.09.2018
http://journal.edu.az 151
Azerbaijan Journal of Educational Studies. 2018. №2
Liberal perspective of
Education for Global Citizenship in
International Schools
Jeyla Nasibova
Author: Abstract.This article is focused on a liberal future of Education
Jeyla Nasibova, for Global Citizenship (EGC) in international schools, based on
Department of key liberal ideas and values, such as personal liberty, respect to
Humanities at Baku diversity, responsible attitude towards humanity, as well as em-
Oxford School, bracing breadth of knowledge and understanding. Liberal ap-
Currently EdD program proach to EGC would possess core components of liberal educa-
student at Glasgow tion as breadth of knowledge and ideas, autonomy, that enables
University, UK. critical thinking and non-instrumental purpose. The non-instru-
E-mail: [email protected] mental purpose of liberal approach in this context is the aim the
raise caring, democratic and engaged global citizens who will in-
tend to bring positive changes to the world, rather than study
exceptionally to secure financially stable future of themselves
and become players of global economy. The article also demon-
strate that liberal approach to EGC in international schools along-
side with other curricular subjects provide a breadth of skills,
understanding of rights and freedoms to potential global citizens
allowing them to become prepared for efficient functioning in
the globalising world. The process of globalisation is shown in
Keywords: this essay as an umbrella for changing education systems and
globalization, education, visions around the world, including Azerbaijan. In its term, the
global citizenship, liberal, liberal approach to EGC in international schools can play an im-
diversity, global society, portant role in shaping more prosper future for global democratic
international schools. society.
DOI: 10.32906/AJES/683.2018.02.11
To cite this article:Nasibova J. (2018) Liberal perspective of Education for Global Citizenship in International Schools.
Azerbaijan Journal of Educational Studies. Vol. 683, Issue II, pp. 151–156
Article history
Received: 24.08.2018; Accepted: 04.09.2018
152 http://journal.edu.az
Jeyla Nasibova
Liberal perspective of Education for Global Citizenship in International Schools
Introduction Methodology and research
During recent years, spreading influence During the last few decades the pressure
of globalisation has affected people’s lives in of globalisation and integration of national
many ways. One of the significant effects of economies towards global markets have se-
globalisation has been the shift in some edu- verely affected almost all aspects of nation-
cational systems. This represents a trend in states and communities, reshaping cultures
the concept of global citizenship education, as well as the purposes and goals of education.
especially in international schools, being re- In the modern globalising world students are
flected in their missions and visions; interna- expected to develop the knowledge and skills
tional schools in Azerbaijan are not an excep- that will make them able to function in global
tion. society [Banks, 2008]. International schools
As many international schools in the world, around the world being in demand due to in-
and in particular International Baccalaureate creased worldwide migration and diverse
(IB) schools (International Baccalaureate communities provide education elaborated
website) the missions of international schools for culturally diversified students. Often, they
in Azerbaijan reflect the significance of pro- would apply International Baccalaureate (IB)
viding an environment where intercultural or similar curriculums that claim to represent
understanding and collaboration are signifi- an international perspective and are not un-
cant elements of the learning process. Major- derpinned by a particular national education
ity of them, teaching according to the inter- system [Roberts, 2009]. Apart from an inter-
national curriculum, being accredited by nationally oriented curriculum a considerable
international organisations or attempting to effect of globalisation on the policy of inter-
receive that accreditation, acknowledge the national schools is their stated mission to pro-
importance of Education for Global Citizen- mote global citizenship. A majority of inter-
ship (EGC) in a modern changing world, and national schools as well as accrediting
include it to the curriculum and school policy organisations such as the Council of Interna-
(International school of Azerbaijan, website). tional Schools (CIS) claim that they are com-
While approaches to EGC may vary due to the mitted to develop and foster global citizenship
historical background of the state, govern- through education and will state that in their
ment’s aims and general understanding of cit- missions and visions. They would also often
izenship typical for a particular nation, some include in their missions the goals to promote
core elements represent the purpose of EGC democratic values and raise democratic citi-
concept. These include a sense of belonging- zens able to live and function effectively in
ness to common humanity, respect for diver- multicultural international communities. Such
sity, understanding of global issues and uni- promotion of democratic values might be ef-
versal values such as equality and justice, fective when approached through the perspec-
furthering skills like conflict resolution and tive of liberal education [Rowe, 2017].
developing behavioral abilities to operate re- The purpose of educating younger gener-
sponsibly to reveal solutions to global chal- ations for global citizenship in the interna-
lenges [UNESCO, 2014]. Although these as- tional schools providing relevant conditions
pects, altogether and separately, are central for practicing concepts of global citizenships
to EGC, the perspective they are represented due to multicultural community, is to prepare
through could vary due to demands of the pupils for the changing life in global world,
globalising world, students and parents, mis- and raise a concerned and caring individuals
sions, visions and goals of the schools, and that will make world a better place. Also,
lead to the different outcomes. education for global citizenship (EGC)
http://journal.edu.az 153
INTERNATIoNAL EXpERIENCE
approached through liberal perspective has a purpose, aim to provide multicultural envi-
capacity to promote democratic values ronment, where the model of relations be-
through education, being a tool for raising tween diverse communities is recreated and
democratic citizens. Liberal education em- the need for a dialog between them is a part
powers people and prepares them to deal with of daily life as well as the tool to resolve the
diversity and change, emphasizing the broad conflicts. Teaching global citizenship from the
understanding of the wider world, including liberal perspective could enable a wide range
culture and society. Truly liberal education of possibilities to raise future members of
teaches to live responsible and creative live democratic society, whose belief in democratic
in a constantly changing world [Association values will continuously affect their way of
of American Colleges and Universities, 1998]. life, decision making process and way they
Thus, the liberal vision applied to teaching treat others. Thus, the liberal approach to the
EGC may bring us preferable results in the fu- EGC should be seen as a tool for development
ture, by supporting educators in their aim and of a more liberal and democratic global
effort to bring up humans whose life and pro- society.
fessional activity will be not only for their own According to my professional experience I
good but also for the benefit of our world. would confirm that international communities
The other aspect of a strong liberal education at schools enable the practice of personal free-
is that it includes shaping a concern for others dom, especially the freedom of expression.
and for the future, as well as bringing up a Children from the minor cultural groups in
democratic and global knowledge and engage- majority of local international schools are free
ment [Zinser, 2004]. Therefore, educators be- to share their cultures, experience and repre-
ing aware of liberal ideas may use this theory sent their values and traditions both in a daily
in order to support EGC policy, lessons and routine and through the range of projects, es-
activities in international schools, as concern pecially those linked to EGC. Hereby, EGC rep-
for the future of society and global engage- resented through liberal perspective in a
ment are core for the concept of global citi- smaller multicultural communities as inter-
zenship. national schools, reflecting values as respect,
Initial aims and components of EGC also tolerance and personal freedom, and directed
reflect the purposes of liberal education, towards raising better global citizens, rather
therefore would be more productive to teach than concentrated on the demands of global
and represent EGC within liberal lenses. One markets, may serve to prepare students for
of the key common goals of both liberal edu- life in a diverse global society promote demo-
cation and EGC is to raise citizens that will cratic attitudes around them.
serve community they live in as well as the Nussbaum (2010) mentioned that due to
global society. raise of international interdependence global
The other important aim of EGC is securing problems have no hope to be solved unless
democratic values and promoting democratic «people once distant come together and co-
ideas. Rowe (2017) mentioned that liberal ed- operate in the ways they have not before»
ucation is a preparation for democracy as well (p.79). She gives example of the issues as a
as one of the core forms of democratic prac- global warming, protection of environment
tice. He argues that the communities where and animals, protection children from traf-
diversity and association are mutually rein- ficking, forced and sexual abuse and move-
forced and openness to a new truth arises ment of labour that can only be resolved
from a dialogical encounter are key aspects through international deliberations. She also
of democracy. International schools around stated that students should be educated to ef-
the world, including Azerbaijan, as for their fectively take part in this kind of discussions
154 Azerbaijan Journal of Educational Studies. 2018. №2
Jeyla Nasibova
Liberal perspective of Education for Global Citizenship in International Schools
and should position themselves as a ‘citizens decisions or judgments, to challenge injustice
of the world’. EGC can serve as a platform in and inequalities, approach conflict resolution
the international schools to prepare students through cooperation and communication, and
for positioning themselves as ‘citizens of the act responsibly [Oxfam, 2006a, in Roberts,
world’, as it initially aims to develop in stu- 2009]. EGC is often associated within the
dents attitude and ability to act collaboratively rubric of peace education, as it applies a ver-
and responsibly to resolve global challenges satile approach introducing the concepts and
and is focused on the global community’s re- theories as human rights education, education
sponsibility to protect the Earth [UNESCO, for peace and sustainable development, as
2014]. The achievement of these goals in the well as education for international under-
foreseen future might only be possible if the standing. Moreover, EGC aims to deepen
potential global citizens will possess and in- knowledge of universal values as justice,
tend to promote and spread further the ideas equality, and to foster sense of solidarity and
and values as equality, justice and empathy conflict resolution skills [Unesco, 2014]. Nuss-
and responsibility to build make the world a baum (2010) mentioned that critical argu-
better place, at the same time valuing cultural ment provide a sense of responsibility to peo-
diversity and believing in a right to freedom ple, as they would not just accept or refuse
of every human being regardless her back- the simplistic rhetoric stated by politicians
ground. relying on the preceding ideological commit-
The preferable future of EGC cannot be ment. They would rather analyse, investigate
imagined without the purpose to bring up a and argue, thinking for themselves, and would
generation where global citizens are investing ascertain whether the other side of the dis-
their effort, knowledge and attitude to secure pute shares common ideas as their own, and
the peace in the world. Globalisation has not this approach would lead towards under-
only affected the local and international sys- standing and respect. Hence, by appreciating
tems, movement of people and increased the liberal values and fostering them throughout
level of international collaborations, but also EGC in international schools, rather than con-
alongside with technological progress, al- centrating only on providing skills and knowl-
lowed people around the globe to stay in- edge for earning profit and becoming com-
formed about global issues, including military petitive working forces in a globalising world,
conflicts, civil wars and refugee crises. The educators and policy makers will play role in
destructions as wars, terrorism and failure of preparing future generations to preserve
security systems taking place all around the peace and security in the world, as well as re-
globe, followed by the rise of intolerance, spect human rights and appreciate diversity.
racism and violation of human rights, should
be treated on the initial level, educating future Conclusion
generations about the humanistic values, re-
spectful and responsible attitude and empathy EGC taught through liberal perspective in
toward others and the environment, the abil- international schools is likely to provide stu-
ity and willingness to solve problems on all dents with a broad range of skills, attitudes
levels through communication and dialogues, and knowledge, allowing preparing them for
and treating all humans as equals. Educators changing life in a global world, becoming dem-
can use EGC developed and taught through ocratic, responsible and genuinely concerned
liberal lenses as a platform to apply this ap- citizens serving global society. At the same
proach. One of the key characteristics of EGC time liberal approach to EGC in international
is to educate pupils to think critically and schools alongside with other curricular
analyse circumstances before making any subjects provide a breadth of skills and
http://journal.edu.az 155
INTERNATIoNAL EXpERIENCE
knowledge, understanding of rights and free- can play a significant role in shaping more
doms to potential global citizens allowing prosper future for global democratic society,
them to become prepared for efficient func- as well as raising intelligent, engaged and con-
tioning in the globalising world. Thus, the lib- cerned citizens of the world, who will bring
eral approach to EGC in international schools positive changes to this society.
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