Edited by Yael Harlap Global Citizenship


Again in the context of your map of yourself, consider the meaning of global citizenship according to



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Week 5 road to global citizenship toolbook-1

Again in the context of your map of yourself, consider the meaning of global citizenship according to
our definition. Using the same one or two, or more, domains from your map of yourself that you
used for the exercise above, try answering these questions:
1. How have these experiences of privilege and marginalization affected your current global
literacy
? List two examples.
a)
b)
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About the teacher
2. How have they affected your experiences of being part of a community of inquiry? List two
examples.
a)
b)
3. How have they affected your experiences of asserting your agency and engaging in collective
action
? List two examples.
a)
b)
Consider how you choose to draw boundaries between your personal and professional selves in the
classroom. Try completing these sentences:
1. What my students know about me includes…
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Road to Global Citizenship: An Educator’s Toolbook
22
2. What students know about me that models global citizenship includes…
3. What I choose not to share with students includes…
4. What I could share with students that might model global citizenship includes…
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Road to Global Citizenship: An Educator’s Toolbook
24
WHAT WOULD BE
DIFFERENT?
Much of the next chapter encourages you to get to know your students better,
which takes both time and effort. Why bother? How does this foster global
citizenship?
Here are just a few ways that knowing more about your students’ motivations,
identities, expectations, and concerns about the world relates to fostering and
modeling global citizenship, as we have defined it. Perhaps you can think of
even more.

Knowing where your students are coming from will help you encourage
their global literacy because you will be able to shape your content and

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