05/08/2305/08/23 11

Global Citizenship Education and Global Citizenship Education and Cultural IdentitiesCultural Identities

KOJI KOJI 　　 NAKAMURANAKAMURA Professor of International Education Professor of International Education

Konan University, Kobe JapanKonan University, Kobe Japan

05/08/2305/08/23 22

What is What is GlobalizationGlobalization?? GlobalizationGlobalization means means global and global and

transnational interactionstransnational interactions of of people, shared cultures, people, shared cultures, information and technology, information and technology, education, economy, ecological education, economy, ecological management and value systems management and value systems beyond the cultural divide between beyond the cultural divide between East and West, North and South East and West, North and South and Orientalism and Occidentalismand Orientalism and Occidentalism. .

05/08/2305/08/23 33

What is What is localizationlocalization?? LocalizationLocalization means sustaining personal, means sustaining personal,

local, republican, cultural, national local, republican, cultural, national identities, by raising the awareness of identities, by raising the awareness of global interdependence. global interdependence.

Boulding (2000, p.272) emphasizes that Boulding (2000, p.272) emphasizes that with with the new localismthe new localism, children were more , children were more integrated into the life of the community integrated into the life of the community than they had been in the previous century, than they had been in the previous century, and the peace education, training, and and the peace education, training, and service programs that had begun early in service programs that had begun early in the twenty-first century helped make the twenty-first century helped make schools schools major focal points of each major focal points of each communitycommunity. .

05/08/2305/08/23 44

Positive Effects of GlobalizationPositive Effects of Globalization 1 1 Cross-border interactions and Cross-border interactions and

interdependenceinterdependence between and among between and among people and countries people and countries (internationalization)(internationalization)

2 2 Democratization and liberalizationDemocratization and liberalization through through the borderless interaction of people and the borderless interaction of people and information information (Democratization and Liberalization)(Democratization and Liberalization)

3 3 Sharing supra-national and universal Sharing supra-national and universal valuesvalues, such as liberal democracy, , such as liberal democracy, fundamental human rights, sustainable fundamental human rights, sustainable development, human solidarity, charity, development, human solidarity, charity, philanthropy and citizenship in a democratic philanthropy and citizenship in a democratic

civil society civil society (Universalization)(Universalization)

05/08/2305/08/23 55

Globalization and Globalization and multicultural identificationsmulticultural identifications for human solidarityfor human solidarity

Globalization has brought about a dramatic Globalization has brought about a dramatic increase in increase in multicultural, bicultural, multicultural, bicultural, transcultural and transnational peopletranscultural and transnational people who who have several layers of have several layers of personal, cultural, personal, cultural, ethnic, national and global identifications.ethnic, national and global identifications.

The EUThe EU will be another will be another arena arena of economic, of economic,

multi-cultural and educational experiments multi-cultural and educational experiments unlike diversified multicultural societies in unlike diversified multicultural societies in the US. the US.

05/08/2305/08/23 66

NGO:NGO: Positive Effects of GlobalizationPositive Effects of Globalization One context in which the micro-macro One context in which the micro-macro

linkage of utopian experiments should be linkage of utopian experiments should be seen in seen in the rapid development of the rapid development of transnational nongovernmental organizationtransnational nongovernmental organization in the 20in the 20thth century. century.

The more than twenty thousands The more than twenty thousands transnational nongovernmental networks transnational nongovernmental networks that bring diverse people together through that bring diverse people together through common interests and concernscommon interests and concerns are today are today a major new set of actorsa major new set of actors in the in the international power (Boulding, 2000). international power (Boulding, 2000).

05/08/2305/08/23 77

Negative Effects of GlobalizationNegative Effects of Globalization Today’s Fragile World: Today’s Fragile World: SurviveSurvive or or PerishPerish??

Korten (1999) states that it is now our time to Korten (1999) states that it is now our time to accept responsibility for our freedomaccept responsibility for our freedom or or perish as perish as a speciesa species that failed to find its place of service in that failed to find its place of service in the web of life. the web of life.

Boulding (2000) states that as a species, we Boulding (2000) states that as a species, we have have overrun our niche and deprived countless other overrun our niche and deprived countless other species of their habitatsspecies of their habitats..

Human had learned to listen to one another and to Human had learned to listen to one another and to the planet. the planet.

05/08/2305/08/23 88

Awareness of Awareness of OrientalismOrientalism in global in global citizenship educationcitizenship education

Said (1978) argued that European Said (1978) argued that European culture gained in strength and identity culture gained in strength and identity by setting itself of against the Orient as by setting itself of against the Orient as a sort of surrogate and even a sort of surrogate and even underground self, defining Orientalism underground self, defining Orientalism as as a Western style for dominating, a Western style for dominating, restructuring, and having authority restructuring, and having authority over the Orient.over the Orient.

(Said, 1978) (Said, 1978)

05/08/2305/08/23 99

The Voice from Edward SaidThe Voice from Edward SaidLecture at Cairo Univ. in 2003Lecture at Cairo Univ. in 2003

““You cannot deal with others without You cannot deal with others without profound knowledge of his or her profound knowledge of his or her culture, culture, society and historysociety and history.”.”

““Force never works,Force never works, because because you can never you can never destroys the will of people and the power of destroys the will of people and the power of people.people.””

“ “Idea is Idea is equality, coexistence and equality, coexistence and sustainable lifesustainable life. The present is our battle . The present is our battle ground andground and knowledge is our main weaponknowledge is our main weapon. . ”” (Said:2003)(Said:2003)

05/08/2305/08/23 1010

Our Our fragile earthfragile earth devastated by devastated by nuclear tests and wars nuclear tests and wars

05/08/2305/08/23 1111

Global Human Rights IssuesGlobal Human Rights IssuesCivil Wars, Refugees, Poverty, Hunger, Child Civil Wars, Refugees, Poverty, Hunger, Child

Labor and AIDS are all linked with each other.Labor and AIDS are all linked with each other.

05/08/2305/08/23 1212

05/08/2305/08/23 1313

Graph 1Graph 1: What makes 216 Japanese Students : What makes 216 Japanese Students of Konan University proud of Japan?of Konan University proud of Japan?

134110 92 80 79

35 31 29 18 18 13 90

20406080

100120140160

Scien

ce an

dTe

chno

logy

Japa

nese

Enterpris

esEc

onom

icPe

rform

ance

Liberal

Demo

crac

ySe

curity a

ndCr

ime R

ate

Natural

Envir

onme

ntEd

ucation

alSy

stem

Multic

ulturalism

Japa

nese Yen

Socia

l Welf

are

Philanthrop

yan

d Gen

erosity

Self-

Defen

seFo

rces

Numb

er

05/08/2305/08/23 1414

The comparison of national pride among British, The comparison of national pride among British, German and Japanese university studentsGerman and Japanese university students

Japanese students are proud of Japanese students are proud of science and science and technologytechnology (62.0%), (62.0%), Japanese EnterprisesJapanese Enterprises (50.9%), (50.9%), economic performanceeconomic performance (42.6%), (42.6%), liberal democracyliberal democracy (37.0%) and (37.0%) and security and security and crime ratecrime rate (36.6%) . This shows that British (36.6%) . This shows that British and German students are proud of and German students are proud of their their post-industrial and multicultural society post-industrial and multicultural society blessed with social welfare,blessed with social welfare, while Japanese while Japanese students seem to be proud of the students seem to be proud of the components of an economic giant with high components of an economic giant with high technology. technology.

05/08/2305/08/23 1515

Graph 2.Graph 2. What are the three most important factors of What are the three most important factors of Japanese identity among 216 Japanese students of Japanese identity among 216 Japanese students of

Konan University in 2005-2006?Konan University in 2005-2006?

143

94 80 77 63 5831 26 22 21 20 13

020406080

100120140160

numbe

r

05/08/2305/08/23 1616

Graph 3Graph 3: The three most important factors of British : The three most important factors of British identities for identities for ４６ ４６ students of Leeds Universitystudents of Leeds University

2418 17 15 13 12

8 8 7 6 5 3 1 105

1015202530

The

numbe

r of

Brit

ish

Stud

ents

05/08/2305/08/23 1717

Graph 4Graph 4 :The three most important factors of 49 :The three most important factors of 49 German Identities for Students of Bochum Univ.German Identities for Students of Bochum Univ.

The three most important factors of German Identities

3025 22 20

157 7 6 4 4 4 2 1

05

101520253035

The

numbe

r of

Ger

man

stu

dent

s

05/08/2305/08/23 1818

The three important factors of national IdentitiesThe three important factors of national Identities British Students of Leeds University, Yorkshire, UK (46) British Students of Leeds University, Yorkshire, UK (46) 英国の大学生英国の大学生 1. 1. English language English language (52.2%) (n=24) (52.2%) (n=24) 　　　　 　 　英語　　　　 　 　英語 2. 2. Cultural heritage Cultural heritage (39.1%) (n=18) (39.1%) (n=18) 　　　　　 　文化遺産　　　　　 　文化遺産 3. 3. History History (37.0%) (n=17) (37.0%) (n=17) 歴史歴史 4.4. Liberal democracy (32.6%) (n=15)Liberal democracy (32.6%) (n=15) 　　　　 　 自由な民主主義　　　　 　 自由な民主主義 5. Ethnic diversity (28.3%) (n=13) 　　　　　　　　　　多文化主義 German Students of Bochum University, Germany (49) German Students of Bochum University, Germany (49) ドイツの大学生ドイツの大学生 1.1. History History (61.2%) (n=30) (61.2%) (n=30) 　　　　　　　 歴史　　　　　　　 歴史 2.2. Liberal democracy (51.0%) (n=25)Liberal democracy (51.0%) (n=25) 　　　 　　　 自由な民主主義　　　 　　　 自由な民主主義 3. 3. Human rights Human rights (44.9%) (n=22) (44.9%) (n=22) 　　　　　　 　人権　　　　　　 　人権 4. 4. German languageGerman language (40.8%) (n=20) (40.8%) (n=20) ドイツ語ドイツ語 5. 5. Cultural heritageCultural heritage (30.6%) (n=15) (30.6%) (n=15) American Students of University of Hawaii (49)American Students of University of Hawaii (49) 　　アメリカの大学生 　　アメリカの大学生 　　　　 1 American English (61.2%)(n=30) 1 American English (61.2%)(n=30) 　　　　英語　　　　　英語　　　　　 2 Cultural Heritage (51.0%)(n=25)2 Cultural Heritage (51.0%)(n=25) 　　　　　　　　　　文化遺産　　　　　　　　　　文化遺産 　 　 3 History (30.6%)(n=15) 3 History (30.6%)(n=15) 　　　　　　歴史　　　　　　歴史　 　 4 Citizenship (28.5%)(n=14) 4 Citizenship (28.5%)(n=14) 　　　　　　　市民権　　　　　　　市民権 Japanese Students of Konan University in Kobe, Japan (216)Japanese Students of Konan University in Kobe, Japan (216) 日本の大学生日本の大学生 1. 1. Japanese Language Japanese Language (66.2%)(n=143) (66.2%)(n=143) 日本語日本語 2. 2. Human RightsHuman Rights (43.5%)(n=94) (43.5%)(n=94) 　　　 　 人権 　　　 　 人権 3.National Pride 3.National Pride 　　　　　　　　　　 (29.2%)(n=63) (29.2%)(n=63) 国民的誇り国民的誇り 4. 4. Cultural HeritageCultural Heritage 　 　 (37.0%)(n=80)(37.0%)(n=80) 　　　　　 　　文化遺産　　　　　 　　文化遺産 5. 5. HistoryHistory (35.6%)(n=77) (35.6%)(n=77) 　　　　 　　　 　歴史　　　　 　　　 　歴史 Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40)Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40) 　タイの大学院生　タイの大学院生 1. 1. Thai LanguageThai Language (70%)(n=27) (70%)(n=27) 　　　　タイ語　　　　タイ語 2. 2. Cultural HeritageCultural Heritage (70%)(n=27) (70%)(n=27) 　　　　　　　　　文化遺産　　　　　　　　　文化遺産 3. King (62.5%)(n=25)3. King (62.5%)(n=25) 　　　　　　　　王様　　　　　　　　　王様　 4. 4. History History (22.5%)(n=9) (22.5%)(n=9) 　　　　　　　　　歴史　　　　　　　　　歴史

05/08/2305/08/23 1919

National Pride among British, German, Japanese and American StudentsNational Pride among British, German, Japanese and American Students British students of University of Leeds (n=46)British students of University of Leeds (n=46) multiculturalismmulticulturalism 　　　　　　　　 (76.09%) (n=35)(76.09%) (n=35) 　 　 多文化主義多文化主義 liberal democracyliberal democracy 　　　　　　　　 (47.83%) (n=22)(47.83%) (n=22) 　 　 自由な民主主義自由な民主主義 English pound English pound 　　 　 　　 　 (32.61%) (n=15)(32.61%) (n=15) 　 英国通貨ポンド　 英国通貨ポンド Social WelfareSocial Welfare 　　　　 　　　　 (23.9%) (n=11)(23.9%) (n=11) 　 　 社会福祉社会福祉　　　　　　 German students of Bochum University (N=49)German students of Bochum University (N=49) Social WelfareSocial Welfare 　　　 　　　 (67.47%) (n=33) (67.47%) (n=33) 　　社会福祉社会福祉 Liberal DemocracyLiberal Democracy 　　　　　　 (61.22%) (n=30)(61.22%) (n=30) 　 　 自由な民主主義自由な民主主義 Multiculturalism Multiculturalism 　　　 　　　 (55.1%) (n=27)(55.1%) (n=27) 　　　　多文化主義多文化主義

American Students of University of Hawaii (N=49)American Students of University of Hawaii (N=49) Multiculturalism Multiculturalism (55.1%)(n=27) (55.1%)(n=27) 多文化主義多文化主義 Education Education (44.9%) (n=24)(44.9%) (n=24) 　　学校教育学校教育 Science and technology Science and technology (44.9%)(n=24)(44.9%)(n=24) 　　 　科学技術 　科学技術

Japanese Students of Konan University (N=216)Japanese Students of Konan University (N=216) Science and technology Science and technology (62.0%)(n=134)(62.0%)(n=134) 　　　科学技術　科学技術 Business Companies Business Companies (50.9%)(n=110)(50.9%)(n=110) 　 日本企業　 日本企業 Economic performanceEconomic performance 　 　 (42.6%) (n=92)(42.6%) (n=92) 　　経済力　　経済力 Ｌｉｂｅｒａｌ ＤｅｍｏｃｒａｃｙＬｉｂｅｒａｌ Ｄｅｍｏｃｒａｃｙ　　　　 　　　　 (37.3%)(n=80)(37.3%)(n=80) 　　 自由　　 自由

な民主主義な民主主義

05/08/2305/08/23 2020

The Preamble of the Charter of Fundamental Rights The Preamble of the Charter of Fundamental Rights of the Union in the Constitution of the European of the Union in the Constitution of the European

Union (2004)Union (2004) 　　 The peoples of Europe, in creating an ever The peoples of Europe, in creating an ever

closer union among them, are resolved closer union among them, are resolved to to share a peaceful future based on common share a peaceful future based on common values. values.

universal values of human dignity, freedom, universal values of human dignity, freedom, equality and solidarity: equality and solidarity:

The Union contributes to The Union contributes to the preservation the preservation and to the development of these common and to the development of these common values while respectingvalues while respecting the diversity of the the diversity of the cultures and cultures and traditions of the people of traditions of the people of EuropeEurope

05/08/2305/08/23 2121

Hague Appeal for Peace/Global Campaign Hague Appeal for Peace/Global Campaign for Peace Educationfor Peace Education

““A culture of peaceA culture of peace will be achieved when will be achieved when citizens of the world citizens of the world understand global understand global problems, have the skills to resolve problems, have the skills to resolve conflicts and struggle for justice non-conflicts and struggle for justice non-violently, live by international standards of violently, live by international standards of human rights and equity, appreciate cultural human rights and equity, appreciate cultural diversity , and respect the Earth and each diversity , and respect the Earth and each otherother. Such learning can only be achieved . Such learning can only be achieved with systematic education for peace.”with systematic education for peace.”

05/08/2305/08/23 2222

European CitizenshipEuropean Citizenship The kernel of citizenship in the European The kernel of citizenship in the European

Union lies in sharing and ensuring the Union lies in sharing and ensuring the common values of human common values of human rights and rights and obligations, freedom, equality, autonomy obligations, freedom, equality, autonomy and solidarityand solidarity as peace-loving citizens as peace-loving citizens within the framework of within the framework of liberal democracy in liberal democracy in diverse societiesdiverse societies.. The European The European citizenships declare that citizenships declare that the Union respects the Union respects the diversity of the cultures and traditions the diversity of the cultures and traditions as well as each national and cultural as well as each national and cultural identityidentity..

05/08/2305/08/23 2323

The European educational initiatives:The European educational initiatives:

* * The European Exchange ProgramThe European Exchange Program for for Young Workers * Young Workers * ErasmusErasmus is the is the established project for encouraging established project for encouraging exchange and mobility among EU exchange and mobility among EU member states for students in the member states for students in the university sector. university sector.

* * ComettComett is a project intended to is a project intended to improve technical training, especially improve technical training, especially in the new technologies, by placing in the new technologies, by placing students and young workers students and young workers

05/08/2305/08/23 2424

The Comparison between the dual identities of The Comparison between the dual identities of the British and European citizens and those of the British and European citizens and those of

Japanese and Asian citizens in 2005Japanese and Asian citizens in 2005 It is very meaningful to compare the responses of It is very meaningful to compare the responses of

dual identities of the British citizen and European dual identities of the British citizen and European citizen with those of the Japanese and Asian citizen with those of the Japanese and Asian citizens.citizens. 　　　　　　　　　　　　　　 (Nakamura 2005. p. 17).(Nakamura 2005. p. 17).

Among 100 British citizens Among 100 British citizens 58% (n=58) of 58% (n=58) of

the Britishthe British think of themselves as both think of themselves as both British and European at the same time.British and European at the same time.

59% (n=59) of the Japanese students59% (n=59) of the Japanese students feel feel that they are both Japanese and Asian that they are both Japanese and Asian citizens at the same timecitizens at the same time in 2005 in 2005. .

05/08/2305/08/23 2525

Graph 8: Do you think of yourself as an Asian citizen?Graph 8: Do you think of yourself as an Asian citizen?The response from 216 Konan University students. The response from 216 Konan University students. 2005-2005-

20062006

30

127

4412 3

0

50

100

150

Number

Strongly Agree Agree Neither Disagree StronglyDisagree

Do you think of yourself as an Asian citizen?

05/08/2305/08/23 2626

Graph 9: Do you think of yourself as a Japanese Graph 9: Do you think of yourself as a Japanese and Asian Citizen?and Asian Citizen?

The response from 216 Konan University students. The response from 216 Konan University students. 2005-20062005-2006

24

113

51

226

020406080

100120

Number

Strongly Agree Agree Neither Disagree StronglyDisagree

Do you think of yourself as a J apanese and Asian citizen?

05/08/2305/08/23 2727

The Voice of German and British University The Voice of German and British University Students on their National IdentitiesStudents on their National Identities

““German identity lies in history influenced by the past German identity lies in history influenced by the past (World War II) and the lesson to learn from these events.”(World War II) and the lesson to learn from these events.” ––German student of Bochum university-German student of Bochum university-

““German identity is a strong awareness of historical German identity is a strong awareness of historical responsibility”.responsibility”.

––German student of Bochum university-German student of Bochum university- ““For me being British is For me being British is the ability to live in the ability to live in

harmony with people of all nationalities with harmony with people of all nationalities with respect to the cultural roots of all those who respect to the cultural roots of all those who choose to be or are British citizenschoose to be or are British citizens.”.”

(Scottish, male, 25, university student, Glasgow)(Scottish, male, 25, university student, Glasgow) ““British people are British people are multicultural, multiethnic and very multicultural, multiethnic and very

diverse, BUT: there is always an underlying British pride diverse, BUT: there is always an underlying British pride regardless of racial backgroundsregardless of racial backgrounds.” .”

(English, male, 21, university student, Liverpool)(English, male, 21, university student, Liverpool)

05/08/2305/08/23 2828

The voice of a Japanese Student from the The voice of a Japanese Student from the global citizenship education classglobal citizenship education class

““The most important part of Japanese The most important part of Japanese history is history is the wars we were involved inthe wars we were involved in. It is . It is true that we live today, but we can learn the true that we live today, but we can learn the value of peace from our tragic history. We value of peace from our tragic history. We must pass the lesson of our history on to must pass the lesson of our history on to the next generation. the next generation.

(R Asayama. Sophomore, economics in (R Asayama. Sophomore, economics in 2004 class )2004 class )

05/08/2305/08/23 2929

Necessary Necessary Knowledge Knowledge for Global Citizenship for Global Citizenship Education for peaceEducation for peace

Positive and negative effects of Positive and negative effects of globalizationglobalization and cultural identities and cultural identities

Exploring the compatibility of Exploring the compatibility of national national identitiesidentities and and global citizenshipsglobal citizenships North- North-South ProblemsSouth Problems: global poverty, : global poverty, interdependence, civil wars, child labor, interdependence, civil wars, child labor, refugee and AIDS refugee and AIDS

Direct violenceDirect violence: war and terrorism and : war and terrorism and structural violencestructural violence: poverty and : poverty and discriminationdiscrimination

The Concept of The Concept of Peace and well-beingPeace and well-being EnvironmentEnvironment and sustainable societyand sustainable society

05/08/2305/08/23 3030

Necessary Necessary Knowledge Knowledge for Global Citizenship for Global Citizenship Education for peaceEducation for peace

Nuclear weaponsNuclear weapons and conventional weapons and conventional weapons Hiroshima, Nagasaki Okinawa, Holocaust, Hiroshima, Nagasaki Okinawa, Holocaust,

and Nanjing massacre and Nanjing massacre Conflicts analysisConflicts analysis, prevention and resolution, prevention and resolution National interests and global interestsNational interests and global interests The philosophy of the Charter of the United The philosophy of the Charter of the United

Nations, the Constitutions of the EU Nations, the Constitutions of the EU Partnership among international Partnership among international

organizations, governments, private sectors organizations, governments, private sectors and NGOsand NGOs

05/08/2305/08/23 3131

Necessary Necessary SkillsSkills for Peace Education for Peace Education CommunicationCommunication with active listening with active listening ReconciliationReconciliation by integrating opposed ideasby integrating opposed ideas Harmony and cooperation Harmony and cooperation Critical thinking and problem-solvingCritical thinking and problem-solving Empathy and compassionEmpathy and compassion Patience and self-controlPatience and self-control Media literacy with critical viewsMedia literacy with critical views Leadership and membershipLeadership and membership Mediation and negotiationMediation and negotiation Conflict resolutionConflict resolution

05/08/2305/08/23 3232

Global LiteracyGlobal Literacy A New Paradigm for Global Citizenship EducationA New Paradigm for Global Citizenship Education

Global literacyGlobal literacy includes includes cross-cultural competence cross-cultural competence and sensitivityand sensitivity with multicultural, transcultural and with multicultural, transcultural and transnational perspectives.transnational perspectives.

It also requires It also requires communicative competence in an communicative competence in an International Language (ex.EIL) for global International Language (ex.EIL) for global dialoguedialogue..

Also it develops cognitive, affective, social skills to Also it develops cognitive, affective, social skills to reconcile from mutually shared strength and reconcile from mutually shared strength and integrate seemingly opposing valuesintegrate seemingly opposing values on a higher on a higher level for the purpose of equitable coexistence. level for the purpose of equitable coexistence.

05/08/2305/08/23 3333

The components of The components of global literacyglobal literacy 1 Cultural literacy1 Cultural literacy (basic cultural competence and (basic cultural competence and

skills to live in one’s home culture)skills to live in one’s home culture)22 Cross-cultural literacyCross-cultural literacy (competence and skills to (competence and skills to

adjust between one’s home culture and a target adjust between one’s home culture and a target culture)culture)

33 Multi-cultural literacyMulti-cultural literacy (cultural sensitivity and skills to (cultural sensitivity and skills to live responsibly in cultural diversity, reconciling live responsibly in cultural diversity, reconciling cultural differences and integrating opposing cultural cultural differences and integrating opposing cultural values in a multicultural and interdependent world)values in a multicultural and interdependent world)

05/08/2305/08/23 3434

The component ofThe component of global literacyglobal literacy4 Delicate balance of one’s personal, cultural, national and 4 Delicate balance of one’s personal, cultural, national and

global identifications and rolesglobal identifications and roles (competence to accept and balance pluralistic/dual/multiple (competence to accept and balance pluralistic/dual/multiple

identities)identities)5 Communicative competence in EIL for global 5 Communicative competence in EIL for global

communication communication (communication skills to create a peaceful and (communication skills to create a peaceful and equitable symbiosis) equitable symbiosis) 66 Awareness as a global citizen to participate in solving Awareness as a global citizen to participate in solving

global and human problems global and human problems (awareness of global village concern for equitable participation (awareness of global village concern for equitable participation

and problem-solving competence as a new reframing global and problem-solving competence as a new reframing global concept) concept)

05/08/2305/08/23 3535

ConclusionConclusion In conclusion, the compatibility of British and In conclusion, the compatibility of British and

German identities with European citizenship German identities with European citizenship can be a mirror that reflects the discrepancy can be a mirror that reflects the discrepancy and harmony of multiple identities in a and harmony of multiple identities in a multicultural civil societymulticultural civil society, and it serves as , and it serves as a a lesson for every nation and government.lesson for every nation and government. As As Japan is an island nation in Asia, there must Japan is an island nation in Asia, there must be not a few things to learn from the be not a few things to learn from the compatibility of British and German identities compatibility of British and German identities with European citizenship in order to help with European citizenship in order to help stabilize, and hopefully unite, today’s stabilize, and hopefully unite, today’s confused Asia. As Kofi Anan (2006), the confused Asia. As Kofi Anan (2006), the Secretary General of the United Nations said, Secretary General of the United Nations said, “You cannot choose your neighbors.” “You cannot choose your neighbors.”

05/08/2305/08/23 3636

ReferenceReferenceBoulding, E. (2000). Boulding, E. (2000). Cultures of Peace: The Hidden Side of HistoryCultures of Peace: The Hidden Side of History. . New York: Syracuse University Press.New York: Syracuse University Press.Boulding, E. (1988). Boulding, E. (1988). Building a Global Civic Culture: Education for Building a Global Civic Culture: Education for an Interdependent Worldan Interdependent World. New York: Syracuse University Press.. New York: Syracuse University Press.Nakamura, K (2006) The compatibility of British Identities with Nakamura, K (2006) The compatibility of British Identities with European Citizenship: Qualitative and Quantitative Research. European Citizenship: Qualitative and Quantitative Research. IIdentity, Education and Citizenship-Multiple Interrelationsdentity, Education and Citizenship-Multiple Interrelations. (Ed) . (Ed) by Jonas Sprogoe & Thyge Winther-Jensen. Frankfurt: Peter by Jonas Sprogoe & Thyge Winther-Jensen. Frankfurt: Peter Lang. pp. 65-90Lang. pp. 65-90Nakamura, K. (2004). Fostering Global Literacy among Japanese University Nakamura, K. (2004). Fostering Global Literacy among Japanese University

Students through GlobalStudents through Global Citizenship Education. Citizenship Education. The Journal of the Institute for Language and CultureThe Journal of the Institute for Language and Culture, ,

Konan University. 8, 1-29.Konan University. 8, 1-29.Nakamura, K. (2002). Developing Global Literacy through English as an Nakamura, K. (2002). Developing Global Literacy through English as an

International Language (EIL) Education in Japan. International Language (EIL) Education in Japan. International Education International Education Journal Vol.3, No.5, 2002Journal Vol.3, No.5, 2002. WCCES Commission 6 p.63-74.. WCCES Commission 6 p.63-74.

Overby, C. (2001). Overby, C. (2001). A Call for Peace A Call for Peace — — The Implication of Japan’s War The Implication of Japan’s War — — Renouncing ConstitutionRenouncing Constitution. Tokyo: Kodansha International.. Tokyo: Kodansha International.

Willis, D. (2002). Citizenship Challenges for Japanese Education for the 21st Willis, D. (2002). Citizenship Challenges for Japanese Education for the 21st Century: “Pure” or “Multicultural”? Multicultural Citizenship Education in Century: “Pure” or “Multicultural”? Multicultural Citizenship Education in Japan. Japan. International Education JournalInternational Education Journal

Vol.3, No.5, 2002Vol.3, No.5, 2002. WCCES Commission 6.. WCCES Commission 6.Willis, D. (2000). Creating Cultural Worlds — Transformative Cultures and the Willis, D. (2000). Creating Cultural Worlds — Transformative Cultures and the

Dawn of the Twenty-First Century. Dawn of the Twenty-First Century. Creating ContextCreating Context. Arizona: Zephyr Press.. Arizona: Zephyr Press.