Global Citizenship

As a new year dawns, here's a round-up of our most popular blogs in 2022, in case you missed them.

We're seeing increasing reports of eco-emotions such as eco-anxiety. Helping children to make sense of what is happening in the world is vital. Climate psychologists outline six tips for how to talk with young people about it.

Climate psychologist Dr Patrick Kennedy-Williams believes in the unstoppable power of the human spirit. He strongly believes in an international parity of voices in the climate emergency and in 'passing the mic' to those in more affected areas worldwide, from whom we have much to learn.

Immanuel Kant describes a good person as one who is committed to taking moral considerations and making reasonable conclusions before acting. But what does it mean to be a good person? And what does it mean to do good?

A student-led initiative at the International School of Basel faced resistance and overcame scepticism to establish an impactful committee dedicated to tackling discrimination.

'In the context of the brutal invasion and war on Ukraine, it is difficult, but essential, to consider the present and future of higher education and scientific relations between Russia and the rest of the world.' Philip G Altbach, Hans de Wit and Jamil Salmi look at the longerterm perspective.

Where are you and your school community on your journey to inclusion via diversity, equity & anti-racism (I-DEA)? Identifying where to start and how to take action can be challenging. Let’s get you started with three big ideas that emerged in our recent discussions.

Nicholas Alchin reflects on the role of adult-organized events for students to respond to conflict and whether there's a risk that 'students attend these because everyone is attending [...] without due attention to understanding events or learning about complexity.' He outlines what a school's response could look like.

We're eager to share new CIS research and continua of thinking and practice to advance the understanding and application of global citizenship and intercultural learning. Learn more and find opportunities to explore further.

We previously asked 'What is well-being in education?' and looked at the associated challenges for schools as they align with CIS International Accreditation standards. Now, we reflect on what is driving change and consider how to react.

Hans de Wit and Elspeth Jones consider a missed opportunity from the Common Statement in Support of International Education and Mobility, recently issued by the international education organisations of nine Western countries as a result of their 2021 summit. Read their perspectives.

The CIS definition of global citizenship is often cited in research and continues to be one of our most visited web pages since its publication in 2009. Yet, in 2020, rising voices on social injustice compelled us to take a closer look.

What does global citizenship mean to your students and school community? How do you define, articulate, and implement global citizenship development and intercultural learning? Many schools that we support along their school improvement journeys continue to grapple with how to envision this work.

I have taught critical race theory for the past ten years in three different overseas American schools, and that experience has solidified my unequivocal belief that teaching diversity, equity, and inclusion (DEI) are fundamental to an effective liberal arts education, still very relevant in preparing our youth for the world they will inherit.

By joining some dots, Leo Thompson presents an ‘unpacked’ model of global citizenship and intercultural understanding (GCIU). The ambitious model pulls together diverse research to provide an overview of the broad humanitarian scope of GCIU work and how core values, attitudes, concepts, and competencies intersect.