Wednesday, September 25th: Global Citizenship & Intersectionality

In this lesson, we will focus on global citizenship — global issues, the countries in which these global issues take place, our role and the intersectionalities between said aspects of global citizenship. The day will start out with a quick wrap-up of Monday’s lesson, which focused on poverty, as a multi-level human rights issue. Students will finish up the charts they started, which analyzed poverty at the local, state and global levels.

For this lesson, we have a special treat for the students, as our guest, Omekongo Dibinga, will share of his work and perform a few spoken word pieces. In addition, he will talk about a current human rights issue in the Congo, his homeland, which is linked to cell phone usage here in the States. This will allow students to visualize human rights in a “closer-to-home” context, instead of being limited to discourse. This will serve as a great segway to the main activity for the day.

For the bulk of the class today, students will zero-in one 5 main human rights issues/ countries:

child labor/ mining in Tanzania

forced relocation of Tibetans in China

land grabs in Mozambique

sweatshops in Bangladesh  (an additional link about a particular incident involving a Bangladeshi sweatshop here)

enforced disappearances in Mexico

Sari sweatshop outside of DhakaSweatshop in Bangladesh (Humanosphere.org)

Students will be put in groups and assigned a country. They will be given material about these countries/ human rights issues (please see the links above) and will analyze the issue at hand, in relation to global citizenship. They will come up with a presentation of the issue and will work together to make a visual representation of it (using poster board, markers, etc.). Groups will explore what the problem is, why it’s a problem, who is affected and other relevant inquiries. Discussion will follow, making connections between issues, countries, cultures and other societal factors.

At the end of the class, students will reflect about global citizenship in their personal lives. They will attempt to answer the following: How am I a global citizen? How can I be a better global citizen?

 For purposes of this lesson, we refer to global citizenship in the context of the Open Democracy definition (see link), and more specifically this excerpt:

“Those who see ourselves as global citizens are not abandoning
other identities; such as allegiances to our countries, ethnicities,
and political beliefs. These traditional identities give meaning to
our lives and will continue to help shape who we are. However,
as a result of living in a globalized world, we find we have an
added layer of responsibility. We have concern and a share of
responsibility for what is happening to the planet as a whole, and
we are members of a world-wide community of people who share
this concern.”

For a glimpse of the life of a Tanzanian child miner, click here to watch a video, exposing the struggles and the dangers child miners face.

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