Community of difference contribution and global citizens

Community of Difference Contribution and Global Citizens         Community of Difference Contribution and Global Citizens We are living in a global era. The universe has turned into a global society because of technological developments in communication and other realms of human ventures. Being a global citizen can promote international cooperation on all stages, uniting individuals and making the universe a safer and better place for everyone. In addition, the human life has become globalized, whether through the way in which they are affected by the global economy, the internet, the human urge to offer humanitarian help to disaster victims in different countries, or even the love of world travel, food, or art. Every human being has a part which is global. It only takes a person to assess their life, be familiar with its universal dimension, and contemplate on how that has an effect on the word view (Cabrera, 2010). This paper will discuss how I will contribute to a community of difference and how these interactions, with different people, cultures, politics, and ideas, will contribute to my ability to become a global citizen. There are a number of ways I will contribute to a community of difference. One, I will adopt a knowledgeable and diverse view of the world. I will develop a theoretical framework which informs the manner in which I look at the universe. I will employ this framework to contrast and assess scientific and technological, political, environmental, cultural, historical, and economic improvements in diverse parts of the world. Through interaction with different people and ideas, I will no longer perceive the globe using a single cultural lens and I will also have the capacity to recognize and grasp a number of viewpoints. While I will be familiar with and value the cultural differences, I will also be aware of the rising interconnectivity of the globe and of the necessity of my capacity to operate within it (Pike & Selby, 2000). Also, my interactions with different ideas, politics, cultures, and people may develop through foreign language courses, general education offerings, and study abroad programs. Nonetheless, what will enhance my framework is a universal competent school curriculum, which incorporates numerous aspects that are global. In addition, the universal school curriculum should be largely globalized, regardless of department. This will guarantee that I become a global citizen. Two, I will comprehend worldwide dimensions of the foremost field of study. It is essential not only to develop a general framework to inform the overall global view, but also attempt to comprehend the global elements of a specified field of study. A globally proficient individual should recognize the need to be universally aware. For instance, if it is a student, he or she should enthusiastically look for curriculum offerings and faculty members that realize this need, in spite of discipline (Pike & Selby, 2000). In addition, a foremost task of human development includes learning how to care for oneself in manners that largely include the concerns and needs of other people. Therefore, by engaging in activities that incorporate different cultures, people, and ideas I will be taking care of the needs and concerns of other people, thus being a global citizen. Three, I will attempt to communicate adequately cross-culturally or in a different language. It is about time that Western multiculturalists and traditionalists are going into debate from different power positions (Parekh, 2003). Women, people of color, and individuals from marginalized groups are requiring that their voices, perspectives and visions be incorporated into educational programs. For a globally competent student, there should be realization that even if English is largely perceived to be the most dominant language in the world, it may not always, or it should not always be the situation. I would encourage other student interact with people from different cultures and areas, and try to become skillful in a different language other than English. A globally expert student realizes that knowledge of a different language paves the way for a more in-depth comprehension of the people and cultures associated with that language. Conclusion For a person to have global competency throughout his existence, students are required to become lifelong learners, entirely occupied with the news of the globe, discovering and learning along the way, and taking part in as much as they can in relation to the world. This may be attained through personal actions, school and community activities, or work to continue being globally literate (Cabrera, 2010). In addition, individuals who want to become a global citizen may take part in volunteering, continuing educational programs, travel, outreach, and extension efforts. In the end, globally proficient students will become internationally proficient citizens. References Cabrera, L. (2010). The practice of global citizenship. New York: Cambridge University Press. Parekh, B. (2003). Cosmopolitanism and global citizenship. Review of International Studies, 29, 3-17. Pike, G., & Selby, D. (2000). In the global classroom 2. Toronto: Pippin Publishing.