The Geopolitics of Global Citizenship

Chapter · January 2016with 31 Reads
In book: Globalization and Global Citizenship: Interdisciplinary Approaches, Chapter: The Geopolitics of Global Citizenship, Publisher: Routledge, Editors: Irene Langran and Tammy Birk
National citizenship has long been associated with connection to particular territory and the obligation to defend "the land of my birth." "Defending the nest" is common to other species as well, who are equally concerned with survival. Political identity has often been related to specified territory; it has also been formed by narratives about how national citizens arrived and developed in their homeland. Increasing numbers of people see the entire globe as their own and humanity's homeland. Threats to the homeland are no longer restricted to foreign armies or terrorists attacking a portion of the globe's surface. Threats to the home that sustains humanity and all life include exhaust pipes and smokestacks. Increasing numbers of people identify themselves as global citizens who have an obligation to defend the globe in ways that can sustain human security from environmental collapse. New long-term histories of the common origins of human ancestors, their relationship to the globe, and their global migration from Africa to the rest of the world have begun to establish new, global identities. Narratives of humanity's common origins and environmental narratives of our common destiny on our small planet bolster the development of global citizenship.

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    The importance of the mother tongue, and, more specifically, of mother-tongue education, is recognised globally. Use of the mother tongue is regarded as one of the most effective ways of acting and performing cognitively, socially and communally. The aim of this article is to encourage and promote the implementation and realisation of mother-tongue education through certain school/education models in order to achieve equality and liberation and to increase the incidence of highperformance education systems in a multilingual world. A comparative analysis of South Africa and Germany will also be undertaken with regard to language policies and the mother-tongue education situation in these countries' school systems. Several other aspects such as the choice of language as a fundamental right, the importance of international instruments, as well as some lessons to be learnt for both South Africa and Germany in respect of mother-tongue education, will be discussed. It will be concluded that, despite the existence of a multilingual world, the crucial importance of the use of the mother tongue and mother-tongue education should not be underestimated and/or ignored.
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