Page 61 - Diversity in Action

Global Citizenship Education and English Learning through Picturebooks

ers collaborated online to develop ELT lesson plans that integrated picture-
books and global issues.

Global Citizenship Education in ELT to YLs
Definitions and Aims of GCED
Global citizenship is defined by UNESCO (2015) as ‘a sense of belonging to a
broader community and common humanity. It emphasizes political, eco-
nomic, social and cultural interdependency and interconnectedness be-
tween the local, the national and the global’ (p. 14). Torres summarises the
concept of global citizenship by emphasising that it is characterised by ‘an
understanding of global interconnectedness and a commitment to the col-
lectivegood’(UNESCO,2014, p. 14;Zadra et al., 2024).
Although the values associated with global citizenship have been at the
core of UNESCO’s mission since its establishment in 1947, the term Global Cit-
izenship Education (GCED) was coined in 2011 (UNESCO, 2024). In September
2012, the United Nations Secretary-General launched the Global Education
First Initiative, which focuses on three key priorities: ensuring that every child
has access to school, improving the quality of learning, and fostering global
citizenship (United Nations, 2012).
While global citizenship encompasses a broad array of political, economic,
and moral dimensions, the concepts of community and interconnectedness
are consistently central to its definition. It is widely understood that global
citizenship does not imply a legal status but rather signifies a sense of be-
longing to a larger global community and a recognition of shared humanity.
However, this global perspective is not intended to diminish local identities
or concerns. Instead, the local and global dimensions are deeply intercon-
nected, influencing one another. Climate change serves as a prime example,
illustrating how different regions are affected in unique ways, yet all share
a common impact. Moreover, the personal and social dimensions are also
interlinked. Emotional intelligence and self-awareness are essential life skills
that fosterempathyandconscientiousness.Recognisingone’sown emotions
is crucial for understanding others. Personal well-being and growth enable
individuals to relate more effectively to other people. Personal experiences
and stories that are shared in class can help learners connect with social
issues that extend beyond the local context, helping them to recognise a
shared humanity. Finally, the present and future are intrinsically connected.
Responsible citizenship requires individuals to act with an awareness of pos-
sible future consequences of their actions.
TheultimategoalofGCEDistoempower individualstobecome global

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