Dear Parent , ... ... The school needs the original emirates ID of your son/ daughter to update its SPEA ‘s student portal data. ... ... Regards MIS


 “Oxfam believes that global citizenship education enables young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place. At Oxfam, the philosophy of global citizenship is implemented through a whole-school approach which involves everyone from learners themselves to the wider community. It is also promoted in the classroom through teaching the existing curriculum in a way that highlights aspects such as social justice, the appreciation of diversity and the importance of sustainable development. In this way, global citizenship education grounds learning in practical life situations, creates a culture of global knowledge about other societies thus instilling tolerance and challenging inequality, emphasizes the importance of individual and collective power and creates a sense of social responsibility. To achieve this, Oxfam has developed guides describing the why, what and how of global citizenship. They introduce the key elements of Oxfam's Curriculum for Global Citizenship, as well as providing case studies that outline best practices in the classroom, activities that can be adapted for use in many curriculum areas, and resources for further reading.”


Global Citizenship nurtures personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just, and what will minimize harm to our planet. Exploring Global Citizenship themes help learners grow more confident in standing up for their beliefs, and more skilled in evaluating the ethics and impact of their decisions.

What is a Global Citizen?

"An ethic of care for the world." Hannah Arendt

“There is a great deal of debate and discussion around this question, as there is around the whole concept of globalization. A useful working definition, however, is offered by Oxfam:

A Global Citizen is someone who:

  • is aware of the wider world and has a sense of their own role as a world citizen
  • respects and values diversity
  • has an understanding of how the world works
  • is outraged by social injustice
  • participates in the community at a range of levels, from the local to the global
  • is willing to act to make the world a more equitable and sustainable place
  • takes responsibility for their actions.

To be effective Global Citizens, young people need to be flexible, creative and proactive. They need to be able to solve problems, make decisions, think critically, communicate ideas effectively and work well within teams and groups. These skills and attributes are increasingly recognized as being essential to succeed in other areas of 21st century life too, including many workplaces. These skills and qualities cannot be developed without the use of active learning methods through which pupils learn by doing and by collaborating with others.

Defining Global Citizenship

Because there is no widely accepted definition for global citizenship, educators often use the term loosely. Derived from the word city, citizenship tends to evoke allegiance to one’s town or nation.  Certainly the notion of citizenship has taken on new meaning from its historical usage as it has gone “global”.  As scholars and educators continue to discuss what it means to become a global citizen, we can identify some common themes within the discourse.

Of course, in order to create an identity within the global context, one must first understand his or her local milieu.  In his article “Educating Global Citizens in a Diverse World,” Dr. James A. Banks, Professor of Diversity Studies and Director of the Center for Multicultural Education at the University of Washington, Seattle,  argues that “citizens in this century need the knowledge, attitude, and skills required to function within and beyond cultural communities and borders.” Banks goes on to say that “students need to understand how life in their cultural communities and nations influences other nations and the cogent that international events have on their daily lives.”   

Banks’ definition focuses mainly on knowledge and understanding as important components of global citizenship.  Many educators use the term “global citizen” to describe someone who knows and cares about contemporary affairs in the whole world, not just in its own nation (Dunn, 2002).   But as we move along the spectrum of global citizenship, it is no longer enough to simply identify and even “care” about global issues, one must develop empathy as well.

The belief that global citizenship goes beyond the realm of knowledge into one of empathy is a commonality in the discourse taking place.  In her essay Gender Perspectives on Educating for Global Citizenship, Dr. Peggy McIntosh, associate director of the Wellesley Centers for Women, associates “the idea of a global citizen with habits of the mind, heart, body, and soul that have to do with work for and preserving a network of relationship and connection across lines of difference and distinction, while keeping and deepening a sense of one’s own identity and integrity.”   

Clearly, the notions of knowledge, caring, and empathy toward one’s local, national, and global community are emerging as the overarching themes of global citizenship. However, teaching facts or telling anecdotes that relay an accurate message of an interconnected world to students is difficult.  Educators are now trying to figure out how one teaches understanding and empathy.

There have been many attempts in education to carry out this dual mission as the principles espoused by global education gain ground within the international educational community.  Schools K-12 and institutions of higher education work to provide students with increasingly multicultural and cosmopolitan perspectives while teaching those highly coveted 21st century skills.” 

  • Fair trade and trade justice
  • Human rights
  • Sustainable development
  • Participative learning
  • Peace Education
  • Race equality
  • Media awareness
  • School partnerships


Why is Global Citizenship education needed?

"Education must be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of skills to explore them" Jerome S Bruner

With the interconnected and interdependent nature of our world, the global is not ‘out there’; it is part of our everyday lives, as we are linked to others on every continent:

  • socially and culturally through the media and telecommunications, and through travel and migration
  • economically through trade
  • environmentally through sharing one planet
  • politically through international relations and systems of regulation.

The opportunities our fast-changing ‘globalized’ world offers young people are enormous. But so too are the challenges. Young people are entitled to an education that equips them with the knowledge, skills and values they need in order to embrace the opportunities and challenges they encounter, and to create the kind of world that they want to live in. An education that supports their development as Global Citizens.

The active, participatory methods of Education for Global Citizenship and Sustainable Development help young people to learn how decisions made by people in other parts of the world affect our lives, just as our decisions affect the lives of others. Education for Global Citizenship and Sustainable Development also promotes pupil participation in the learning process and in decision-making for the following reasons:


  • Everything done in school sends out messages, so we need to exemplify the values we wish to promote. If we wish to affirm beliefs about the equality of all human beings and the importance of treating everyone fairly and with respect, we need to ensure that learning processes, and relationships between pupils and teachers, reflect and reinforce these values.
  • Research shows that in more democratic schools pupils feel more in control of their learning, and the quality of teaching, learning and behavior is better.
  • The UN Convention on the Rights of the Child affirms the right of children to have their opinions taken into account on matters that affect them.”




RESULTS  of our STATISTICAL  ANALYSIS of our resources for multiculturalism and global citizenship




A FEW SAMPLES: All departments can team to add ideas to these. We can link across subjects. We have started with Art, Music, PE and IT.


We could also take a concept such as POLLUTION and use enquiry or project based learning across all school subjects.




- art from around the world

- types of art from different cultures

- famous artists from different cultures

- different materials etc. different cultures

- students research their own culture's/country's art, collect samples (working with data)

- reading about art/writing about art

- history of art across cultures

- the role of art in different cultures

- UAE art

- evaluating art from different perspectives

- technology and art

- cultural art projects

- art and tourism

- art and conflicts (war etc)

- art as therapy

- communicating through art

- inclusion through art


- fashion

- graphic design


- etc.



- music from around the world

- cultural songs

- global songs (bringing people together) eg "We are the World"

- types of music from different cultures

- types of instruments from different cultures

- comparing Middle Eastern instruments with other instruments

- students research their own culture's/country's music and dance

- reading about music/writing about music

- famous musicians from different cultures

- different materials etc. different cultures

- history of music across cultures

- the role of music in different cultures

- evaluating music and dance from different perspectives

- technology and music

- cultural music projects

- music and tourism

- music and conflicts (war etc)

- music as therapy

-communicating through music

- inclusion through music

- etc.



- PE from around the world

- role global/international sports (bringing people together)

- types of sports and games from different cultures

- comparing Middle Eastern games with student's own countries/cultures

- students research their own /country's sports/games

- cultural sport projects

- reading about sports and games/writing about sports and games

- famous sportsmen and sportswomen from different cultures

- different equipment in different cultures

- history of sport across cultures

- the role of sport in different cultures

- UAE games and dance

- cultural dances from around the world

- evaluating games, sports and dance from different perspectives

- technology and sport

- PE/sport and tourism

- sport and conflicts (war etc)

- sport as therapy

-communicating through sport

-inclusion through sport

- etc.






- IT around the world

- IT's global/international role (bringing people together, communication, sharing, technology etc.)

- how IT is used/how it helps in different cultures

- comparing IT in UAE and student's own countries

- research IT internationally

- cultural IT projects

- communicating with students in other countries online, and projects

- reading about computers and the Internet, writing about computers

- famous IT people from different cultures

- different IT equipment in different cultures

- history of IT across cultures

- the role of IIT in different cultures

- UAE IT facilities and companies

- evaluating IT different perspectives

- social media and globalism

- cultural influence on IT games

- robotics and globalism

- IT and conflicts (war etc)

- IT as therapy

-communicating through IT

-inclusion through IT

- etc.