INCREASING GLOBAL CITIZENS AWARENESS THROUGH PROJECT CITIZEN MODEL

Zaky Farid Luthfi, S.Pd., Yakob Godlif Malatuny, S.Pd ²

zaky.farid@student.uns.ac.id¹, godlief_malatuny@yahoo.com²

¹Universitas Sebelas Maret

2Universitas Pattimura

ABSTRACT

The current definition of nationality is increasingly widespread from the concept of denizen to the human being, because of the lack of awareness of global citizens against its existence, project learning model citizen is considered effective to solve the problem. Writing aims to explain comprehensively about the parameters of global citizenship and global citizenship education, implications of globalization against the citizenship and the citizen project learning model. The method of writing using an approach to the study of librarianship. Results of the study in writing as follows: global citizen emphasizes on capability of learners who have the ability to widely related issues that developed in the world, project learning model citizen in komperhensip able to give new experience for learners, increased awareness of global citizens through project learning model citizen able to stimulate students to think critically, creative and innovative.

Keywords: global citizens awareness, project citizen model

INTRODUCTION

Developments in the era of globalization have an impact on the progress in various fields of human life around the world, including progress in science, technology, and information. Globalization is one of the probe led to the shift of the real field of human life. As in the field of information technology and the internet as smartphone presence eliminates boundaries between countries so global issues accessible only by accessing the news through the media. The meaning of citizenship in the era of global capitalism has moved from concept denizen to human being (Turner in Kalijernih, 2011: 8).

Global problems of cross country that emerged as a result of fierce globalisation and rapid technological advances. This is certainly an impact also on the realm of civic education. Global issues such as natural resources are thinning, the conflict between countries such as in the Middle East, and global warming become central issues. To solve this problem need a new approach through citizenship education. The new approach is called by Charles Titus as civic education for understanding the global citizen's consciousness that is in the form of new viewpoints and dedication on civic education. This understanding which then required skill to have global citizen perspective.

Civic education has a strategic role in building awareness of global citizenship. Citizenship education is not limited to learn the rights and obligations of citizens, but more extensive and deep including preparing citizens to become global citizens. In the context of the civic education in school, students are required to have the ability in analyzing global issues. However, this is not easy considering the need for a learning model that efficiently and precisely can give learners an understanding. 

One of the learning models that are comprehensive contains all of the components of citizenship as civic the civic knowledge, skills, and disposition of the civic is a model of learning project citizen.  With regard to citizenship, knowledge of project citizen meant in order for learners to understand public policy issues that is important in the community, government and non-government organizations which contribute to solving public policy issues. In this case the learners are expected to learn important concepts related issues are being examined. Citizenship education as a vehicle to build students into global citizens. This is in accordance with the Agbaria’s opinion (2011:61-62) which explains the importance of global education to build awareness of a global citizen in a global era. Civic education should be developed in order to equip young citizens with adequate global understanding. 
Based on the description of the problems that have been raised, then it is very important and interesting to a fundamental study about “Increasing Global Citizens Awareness Through Project Citizen Model”. 

METHOD

Research methods use the approach the study of librarianship. This study basing to library research which is a series of activities with regard to the methods of data collection the library, read and take notes as well as the processing of materials research. In this writing, the author uses descriptive research is critical with more emphasis on strength analysis of the sources and existing data by relying on theories and the concepts are there to be interpreted based on the writings of which leads to the discussion. The resources obtained from the works written by competent experts and intellectuals about education.

DISCUSSION

A.  Parameters of Global Citizenship and Global Citizenship Education

Responsible citizens to meet the requirements of institutional and cultural barriers for the sake of the greater good for society. Intercultural understanding about the concept of Justice, freedom, and peace, It is the basic values that should be developed and become a cornerstone in improving the spirit of togetherness between fellow human beings, mutual attention, understanding and please help. (Wang, 1999).

Characteristics that must appear on the global citizen, First, the ability to know and approached the problem as citizens of the global community, Second, the ability of collaborating with others and assume responsibility for the role or obligations in the community, Third, the ability to understand, accept, and respect cultural differences. Fourth, the ability to think critically and systematically. Fifth, the ability to resolve conflict by peaceful means without violence. Sixth, the ability of changing lifestyles and patterns of staple food which is already usual in order to protect the environment. Seventh, has a sensitivity to and defend human rights (such as rights of women, ethnic minorities, etc.). Eighth, the willingness and ability to participate in political life at local level of Government, national and international (Cogan, 1998: 115).

Global citizenship is a contested concept in scholarly discourse, and there are multiple interpretations of what it means to be a global citizen (UNESCO, 2013). Some have called global citizenship “citizenship beyond borders”, (Weale, 1991) or “citizenship beyond the nation state”. (Bellamy, 2000) Others have noted that “cosmopolitanism”,  as a term, (Keck and Sikkink, 1998)  may be broader and more inclusive than global citizenship, while still others opt for “planetary citizenship”, focusing on the global community’s responsibility to preserve the planet Earth. (Henderson and Ikea, 2004).

The notion of “citizenship” has been broadened as a multiple-perspective concept. It is linked with growing interdependency and interconnectedness between countries in economic, cultural and social areas, through increased international trade, migration, communication, etc. It is also linked with our concerns for global well-being beyond national boundaries, and on the basis of the understanding that global well-being also influences national and local well-being (Lee and Fouts, 2005).

Despite differences in interpretation, there is a common understanding that global citizenship does not imply a legal status. It refers more to a sense of belonging to a broader community and common humanity, promoting a “global gaze” that links the local to the global and the national to the international (Marshall, 2005). It is also a way of understanding, acting and relating oneself to others and the environment in space and in time, based on universal values, through respect for diversity and pluralism. In this context, each individual’s life has implications in day-to-day decisions that connect the global with the local, and vice versa.

Global citizenship education (GCE) “highlights essential functions of education related to the formation of citizenship (in relation) with globalization. It is a concern with the relevance of knowledge, skills and values for the participation of citizens in, and their contribution to, dimensions of societal development which are linked at local and global levels. It is directly related to the civic, social and political socialization function of education, and ultimately to the contribution of education in preparing children and young people to deal with the challenges of today’s increasingly interconnected and interdependent world” (Tawil, 2013).

Global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. GCE applies a multifaceted approach employing concepts, methodologies and theories from related fields, including human rights education, peace education, education for sustainable development and education for international understanding. It promotes an ethos of curiosity, solidarity and shared responsibility. There are also overlapping and mutually reinforcing objectives, approaches and learning outcomes with these and other education programmes, such as intercultural education and health education (UNESCO, 2014). As a framing paradigm, components of GCE can be mainstreamed within existing education interventions. It is most productive to view GCE as trans-disciplinary rather than as a separate or overlapping discipline (Bracken, 2014).

B. Implications of globalization through Indonesia’s  Citizenship

Pascakolonial expert declared that the processes of globalization have opened up spaces for suburban areas to speech, monolithic power and authority, and the subject at the Center will continue to be questionable because the competition at the Center. Homi k. Bhabha, for example, saw a difference, ambivalence, and  hybridists as the tools are extremely powerful to counteract the dominant discourse of discourse and structures of national narratives and narrative definition-a definition of self (Kalidjernih, 2011:62-63).

Now immigration, globalization, and westernization has become a new challenge for the practice of citizenship. According to Kalidjernih (2010:63) posited a question “Can the citizenship  transfer from national citizenship level to global citizenship level?".  This shows that the definition of citizenship is no longer relevant If only discusses the interests of one country, but in fact the current citizenship already intertwined (interdependence) between one nation by any other nation.

Globalization brings at least three things the subject matter that is. homogenization, the undue hybridization, and difference (Macionis & Plummer, 2005). Homogenization is the attempt made a value so that the impact on local cultures annihilation. Globalization in this perspective gives the impression of a cultural imperialism, for example, as the term was popularized by George Ritzer, mentioning the term McDonaldisation. An example is the case of modern markets such as foreign imported from the Mall has replaced the modern markets imported from foreigners has replaced traditional markets.

Hybridization is defined as the emergence of a new mixture of either culture or lifestyle of the citizens. Hybridization refers to the ways in which these forms of social life often verification with the separation of the old practices merging back into something new. Hybridization is the themes shown by Jean Francois Lyotard of urban Cosmopolitan image or Homi K. Bhabha about migrant migrant-pascakolonial image, that share the core qualities. A major theme here may be a way how the pressures of global products and adapted or modified for local conditions. In Indonesia, for example many business services and production processes adopted from the West, but has been contextualization with local needs.  Ronald Robertson called it: globalization. Whereas, the difference is the phenomenon of ethnicity, the resurrections, fundamentalism, and the harsh reaction of the raksis as a defensive effort against globalization. They sought to protect local values of the negative influence of the West and global.

C.   Learning Model of Project Citizen

Model citizen project is the adaptation of the "We the people ... Project citizen". Project citizen model was first developed by the Center for Civic Education (CCE). This program is designed to develop the interest of learners to be able to participate in critical and responsible both the present local, national, and international level (Budimansyah, 2010: 153). The model of learning Citizenship project citizen a learning innovations designed to help learners understand the theory of citizenship through experiential learning practices of the empirical. Budimansyah (2009: 1) stated that project citizen is one instructional treatment based problems to develop knowledge of citizenship, character and citizenship skills of democratic citizenship that enable and encourage participation in the Government and civil society. The Mission of this model, is to educate learners in order to be able to analyze the various dimensions of public policy, then with the capacity as a young citizen is able to provide input towards public policy be (Budimansyah, 2010: 159). It can be understood that the model of learning project citizen help for young citizens critical thinking in solving public policy self-reliant and participate equitably and thought for any public policy in the state.

Project Citizen was an integral component of the course, and through this curriculum, Jaime and classmates spent more than a month studying an issue or problem in their community, conducting research, developing alternative solutions, and creating a proposal for public policy to address the problem (Fry and Bentahar, 2013). These high school students produced an action plan about how to influence policy makers to implement the suggested public policy and presented their findings to a panel of educators and community decision makers through a formal showcase. 

Project Citizen is a curriculum designed to help students learn that citizens’ participation in government “is not just a slogan. Government of, by, and for the people is obtainable, if citizens acquire the knowledge, use their skills, and have the will to effect change” (Branson, 1999: 6). High school graduates should know how to be active citizens suggests that the Project Citizen experience was effective in helping shape this young citizen’s understanding of civic responsibility. Perhaps more importantly, the Project Citizen curriculum seemed to influence. Outcome of project citizen consists of three component civic education: civic knowledge, civic skills (intellectual and participatory), civic dispositions (democratic values and principles reasoned commitment). Goals of project citizen is like as this picture: 

Instructional strategies that are developed in this model, basically refers to various strategies, namely the utilization of multi media and resources, interdisciplinary studies, problem solving, social inquiry and powerfull learning. As for the learning model steps project citizen is as follows:

1.    Identify public policy issues in the community

2.    Select an issue to be reviewed by the class

3.    Collect relevant information on that issue

4.    Develop a portfolio class

5.    Presenting a portfolio of

6.    Do learning learning reflections (Winataputra, 2012:67)

One example of the application of project learning model citizen is made by the Senegal Team theme “Acces to clean water”. Learners from a small village of Ross Bethio filing related problems the difficulty of clean water. They look at the State of the community who have difficulty obtaining clean water for daily life. Although there is a source of water, but the distance is far away and that is not healthy because of contaminated by a variety of waste that are prone to causing various diseases cholera and other skin diseases. Learners are aware that the issue needs to be solved through a survey to find the best solution. The research team first visited on the local religious figures to gain support, then pay a visit to the local authority to ask what has been and will be undertaken by the Government to tackle the problem. In fact the Government has built a water tower to supply water to Ross Bethio, however the project is abandoned and never completed for reasons not enough funds. Then the team urging the Government in order to seriously complete the construction of a water tower, the team organised a peaceful demonstasi followed by all learners. Team assured the government that the best solution to gain access to clean water is the completion of the construction of a water tower, the local authority eventually started working on the project. This learning model gives students experience in resolving the problem. 

Thus through learning project citizen in civic education can be applied to a variety of secondary education in Indonesia to raise awareness as global citizens, to the emergence of a variety of complex and complicated problems to be solved in the contemporary era for example the problem of cross country which covers global issues that touch all of the joints in the world, country life then the new approach towards citizenship need to be prepared (Branson, 1999: 131). Through two components of global citizenship education can solve a complex and complicated problem in many countries. First, history and local government as key to the country's democracy, both sharpen the consciousness of students that the responsibility of citizenship beyond the limits of national and global change can no longer lead (Branson, 1999: 133-134). The two ways above is seen very effective, if used as a shield by every global citizen in solving the problems of cross country and global issues that impressed very intricate and complex.

CONCLUSION

Based fruit discussion which has been described, then some conclusions can be drawn, as follows:

1.  Global citizenship is a contested concept in scholarly discourse, and there are multiple interpretations of what it means to be a global citizen. Global citizen emphasizes on capability of learners who have the ability and a broad view of related issues that developed in the world. Global citizens in the study of kewarganegraan is not interpreted as a status but as practice. The practice of citizenship within a global dimension to include a variety of things such as environmental issues, global warming, and conflicts between countries.

2.   Project learning Model citizen in komperhensip holds all the components of citizenship, both from the aspect of knowledge, skill and disposition. This learning model is able to give new experience for learners as they prepare in the future in the face of global competition.

3.   Increased awareness of global citizens through project learning model citizen is the effective measures for developing the three main components of citizenship: civic knowledge, civic skill dan civic disposition as well as being able to stimulate students to think critically, creative and innovative in solving complex problems through a scientific study.

REFERENCES

Books

A. Weale, Vogel and M. Moran (eds). 1991. The Frontiers of Citizenship. Basingstoke: Macmillan.

Branson, M.S. 1999. Belajar Civic Education dari Amerika. Diterjemahkan oleh Syafruddin, dkk. Yogyakarta: LKiS.

Budimansyah, D. 2009. Inovasi Pembelajaran Project Citizen. Bandung: Program Studi Pendidikan Kewarganegaraan SPs Universitas Pendidikan Indonesia.

Budimansyah, D. 2010. Penguatan Pendidikan Kewarganegaraan untuk Membangun Karakter Bangsa. Bandung: Widya Aksara Press.

H. Henderson and D. Ikea. 2004. Planetary Citizenship: Your values, beliefs and actions can shape a sustainable world. Santa Monica CA: Middleway Press.

Kalijernih, F.K. 2011. Puspa Ragam: Konsep dan Isu Kewarganegaraan. Bandung: Widya Aksara Press.

Macionis, J.I & Plummer, K. 2005. Sociology: A Global Introduction. New York: Prentice Hall.

R. Bellamy, N. O’Sullivan (ed.). 2000. Political Theory in Transition. London: Routledge.

UNESCO. 2014. Global Citizenship Education: Preparing learners for the challenges of the twenty-first century. France: United Nations Educational.

Winataputra, U.S. 2012. Pendidikan Kewarganegaraan dalam Perspektif Pendidikan untuk Mencerdaskan Kehidupan Bangsa. Bandung: Widya Aksara Press.

Internet

Branson, M. S. 1999. Project Citizen: An introduction. Retrieved from http://www.civiced.org/papers/articles_branson99.html.

UNESCO. 2013. Global Citizenship Education: An emerging perspective. Outcome document of the Technical Consultation on Global Citizenship Education. Paris, UNESCO. http://unesdoc.unesco.org/images/0022/002241/224115E.pdf

Journal

Agbaria, A. K. 2011. The Social Studies Education Discourse Community on Globalization: Exploring The Agenda of Preparing For The Global Age. Journal of Studies in International Education, 15 (1), hlm. 57-74.

Fry, S. W & Bentahar, A. 2013. Student Attitudes Towards and Impressions of Project Citizen. Journal of Social Studies Education Research. 4 (1), hlm. 1-23.

H. Marshall, Developing the Global Gaze in Citizenship Education: Exploring the perspectives of global education NGO workers in England, International Journal of Citizenship and Teacher Education, 2005, Vol. 1, No. 2, pp. 76-91

M.E. Keck and K. Sikkink, 1998, Activists Beyond Borders. New York, Cornell University Press; K. A. Appiah, 2008, Education for Global Citizenship, in D. Coulter, G. Fenstermacher and J. R. Wiens (eds), Why Do We Educate? Renewing the Conversation. The National Society for the Study of Education Yearbook for 2008, Vol. 107, No.1

W.O. Lee and J. Fouts, 2005, Education for Social Citizenship, Hong Kong University Press, ch. 5; W. O. Lee, 2012, Education for future-oriented citizenship: implications for the education of twenty-first century competencies, Asia Pacific Journal of Education, Vol. 32, No. 4.

Papers

M. Bracken, 2014, Paper 1 – Plenary Debates, submission to UNESCO for the UNESCO Forum on Global Citizenship Education. Bangkok: Thailand.

Tawil S. 2013. Education for ‘Global Citizenship’: A framework for discussion, UNESCO Education Research and Foresight (ERF) Working Papers Series, 7, Paris: UNESCO.