Global Citizenship, Locally Rooted Globally Respected

            Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peacefull world. Global Citizenship education tahe a multifaceted approach, employing concepts and methodologies already applied in orther areas, including human rights education, peace education, education for sustainable development and education and into adulthood, requiring both formatl and informal approaches, curricular and extracurricular intervations, and conventional and unconventional pathways to participation.

            The rise of the global, of course, raises serious concern about the loss of the local and new understandings of place. You see the potential for tension between these trends playing out in every aspect of our world, from where we work, to how we spend our time, to the ways in which we solve public problems. Students involved in service work in their local communities are sure to ecounter libraries struggling to redefine their missions in an age of Google, local businesess struggling with Wal –Mart and other big box stores, and contingent communities in transition socially, culturally, and economically because between traditional local cultures and the promotion of international women’s right, between families attempting  to instill traditional values and international conventions on the rights of the child. Implication for practice The three case studies represent important efforts toward a model of service learning that can help students connect local wisdom with global knowledge, explore ways of participating in civil society, and navigate the tensions among local concers and global trends. In this final sections, we highlights some of the practices used by the program in building these learning experiences.