International Educator - May/June 2018 - 22

What Is a Global Citizen?
This label does not come without controversy. Definitions are varied and
complex, but tend to focus on an awareness of global concepts.
For more than 20 years, educators and scholars have examined and
adapted the common characteristics at the heart of a global citizen. Certain
traits are critical to the construct across definitions: cultural empathy, selfawareness, social and political participation, an understanding of global
challenges, and ethical decisionmaking. Individually or collectively, these
characteristics are the tip of the proverbial iceberg in capturing the essence
of the new breed of global citizen that educators, as a profession, need
to develop. To adequately face the challenges of the current political and
economic global conditions, educators must continually refine practices
in order to achieve this goal. In short, the methods of bygone eras are no
longer working.
Global citizenship is not a new concept, yet a unified definition and
framework has never been implemented. Some argue that national identity
should supersede the desire to identify as a global culture; while others
suggest that educators must strive to develop students who see themselves
as agents of change, rather than global agents who view the world through
a single construct which they impose on all situations. Global citizenship
shouldn't be relegated to a purely economic, or specifically capitalistic,
characteristic unassociated with culture or society.
The philosophical underpinnings to the concept are as varied as
the definitions. Arguments can be made that academics have no place
in developing the moral compass of students or addressing values in
the curriculum. While values-based education and global education
are two independent concepts, they are not entirely separate entities.
In her January 2012 article for NAFSA's Trends & Insights publication
(http://bit.ly/2EX83Gx), Madeline Green notes that a global education
could potentially connect the concepts inherent to both the curriculum of
multicultural education as well as internationalization in general. Though
many educators are supportive of the tenants of internationalization within
the curriculum, few implement these concepts in their own classrooms.
Even fewer consciously include multicultural elements to the curriculum
that are not inherent to a particular discipline.

What Is a Global Steward?
More than a buzzword, the concept of creating global stewards rests
on the premise that educators are providing opportunities for students
to self-reflect and discover who they are within a global society. Global
stewardship reaches beyond the awareness of global trends and issues and
explores the underlying motivations of decisionmakers. By definition, a
steward is someone who manages or cares for persons or property. In the
case of global stewards, future leaders are caring for the social and political
state and the economic health of the global economy. Ideally, this would
be accomplished via ethical decisionmaking, passionate advocacy, and an
ingrained understanding of the critical concept of social justice.
Global stewards are passionate advocates for social justice, conservation
of both environmental and economic resources, and, not just equality,
but more importantly, equity for all members of the global society. Chief
among the acquired dispositions is empathy for those who are fragile
circumstances-a quality that future political and military leaders must
embody in order to truly contribute on a global stage.

22  

INTERNATIONAL EDUCATOR M AY + J U N. 2018

in the host culture during their immersion experience.
When the walls of expectation fall, they reveal the core
of transformation on which students build a foundation
of how they will view global constructs for the remainder of their personal and professional lives.

Raising Awareness vs.
Creating Activists
Historically, the goal of educators has been to raise
awareness and spark a fire of curiosity and creativity that
burns long after students leave an institution's hallowed
halls and begin their careers-a flame that would ignite
their desire to become culturally sensitive, and, ultimately,
globally aware. But awareness can no longer be the end
goal. The new generation of leaders and activists should
have a burning desire to be catalysts for change. They
must possess both the awareness of global issues and the
personal drive to be change agents in a global environment, driving ethical decisionmaking and raising the bar.
Awareness alone is no longer an ethical, acceptable result.
The second incarnation of global citizens must
emerge-students who possess the knowledge base,
awareness, and personal empathy to forge new realities
for all the world's citizens. This new generation must be
able to navigate cultural differences, connect passionately but respectfully with others, and work with a multitude of people and perspectives to inspire solutions to
global challenges.
They should also be an amalgamation of analysts
and politicians, able to utilize this paradigm shift to
view challenges through fresh eyes and truly embrace
solutions geared to the greater good. Students must be
prepared to become critically analytical leaders who
have the ability to make ethical decisions that positively
impact the global community.

Informed Global Citizens
in Higher Education
In the global citizenship 2.0 world, students need a
more comprehensive education than has been previously incorporated into the existing curricular models.
Adding the development of personal and cultural empathy to a litany of values will properly prepare students
to be informed global citizens. Ultimately, it is empathy
for others-their personal connection to vulnerable
populations or the plight of those in conflict-that helps
a leader make ethical decisions.
While these qualities are integral to the ability to relate
to another culture and truly understand the dynamics in
play, leaders must have an internal mechanism to care
about not only the nuances, but the people who embrace


http://www.bit.ly/2EX83Gx

Table of Contents for the Digital Edition of International Educator - May/June 2018

From the Desk of
In Brief
Global Spotlight: China
Quick Questions
Feature: Global Citizenship 2.0: Supporting a New Breed of Stewards to Confront a Changing Reality
Feature: Lifelong Learning: Higher Education for a World of Speed and Scale
Feature: Internationalization Best Practices: Lessons Learned
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
International Educator - May/June 2018 - BB1
International Educator - May/June 2018 - BB2
International Educator - May/June 2018 - Cover1
International Educator - May/June 2018 - Cover2
International Educator - May/June 2018 - 1
International Educator - May/June 2018 - 2
International Educator - May/June 2018 - 3
International Educator - May/June 2018 - 4
International Educator - May/June 2018 - 5
International Educator - May/June 2018 - 6
International Educator - May/June 2018 - 7
International Educator - May/June 2018 - From the Desk of
International Educator - May/June 2018 - In Brief
International Educator - May/June 2018 - 10
International Educator - May/June 2018 - 11
International Educator - May/June 2018 - 12
International Educator - May/June 2018 - 13
International Educator - May/June 2018 - 14
International Educator - May/June 2018 - Global Spotlight: China
International Educator - May/June 2018 - Quick Questions
International Educator - May/June 2018 - 17
International Educator - May/June 2018 - 18
International Educator - May/June 2018 - 19
International Educator - May/June 2018 - Feature: Global Citizenship 2.0: Supporting a New Breed of Stewards to Confront a Changing Reality
International Educator - May/June 2018 - 21
International Educator - May/June 2018 - 22
International Educator - May/June 2018 - 23
International Educator - May/June 2018 - 24
International Educator - May/June 2018 - 25
International Educator - May/June 2018 - 26
International Educator - May/June 2018 - 27
International Educator - May/June 2018 - Feature: Lifelong Learning: Higher Education for a World of Speed and Scale
International Educator - May/June 2018 - 29
International Educator - May/June 2018 - 30
International Educator - May/June 2018 - 31
International Educator - May/June 2018 - 32
International Educator - May/June 2018 - 33
International Educator - May/June 2018 - Feature: Internationalization Best Practices: Lessons Learned
International Educator - May/June 2018 - 35
International Educator - May/June 2018 - 36
International Educator - May/June 2018 - 37
International Educator - May/June 2018 - 38
International Educator - May/June 2018 - 39
International Educator - May/June 2018 - Education Abroad
International Educator - May/June 2018 - 41
International Educator - May/June 2018 - 42
International Educator - May/June 2018 - 43
International Educator - May/June 2018 - International Student Affairs
International Educator - May/June 2018 - 45
International Educator - May/June 2018 - 46
International Educator - May/June 2018 - 47
International Educator - May/June 2018 - International Enrollment
International Educator - May/June 2018 - 49
International Educator - May/June 2018 - International Education Leadership
International Educator - May/June 2018 - 51
International Educator - May/June 2018 - 52
International Educator - May/June 2018 - 53
International Educator - May/June 2018 - Forum
International Educator - May/June 2018 - 55
International Educator - May/June 2018 - In Focus
International Educator - May/June 2018 - Cover3
International Educator - May/June 2018 - Cover4
https://www.nxtbook.com/nxtbooks/nafsa/ie_20191112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20181112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180708gfclone
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180102_supp
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20171112_supp
https://www.nxtbook.com/nxtbooks/nafsa/ie_20171112
https://www.nxtbook.com/nxtbooks/nafsa/ie_2070910_supp
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20161112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160304_fr
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20151112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20141112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20131112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20121112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20111112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110102
https://www.nxtbookmedia.com