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Pendidikan kewarganegaraan global (bahasa Inggris: global citizenship education; GCE) adalah jenis ilmu kewarganegaraan yang melibatkan partisipasi aktif pelajar dalam proyek-proyek terkait isu sosial, politik, ekonomi, dan lingkungan global. Dua elemen utama GCE adalah kesadaran global, yaitu aspek moral dan etis dari isu global, dan kompetensi global, yaitu keterampilan yang memungkinkan pelajar bersaing di bursa kerja global. GCE merupakan gagasan pemerintah dan LSM untuk menghadapi munculnya lembaga supranasional, blok ekonomi kawasan, dan pengembangan teknologi informasi dan komunikasi. Semua faktor tersebut mendorong pendekatan pendidikan yang lebih berorientasi global dan kolaboratif.

Definisi dan asal mula

Kewarganegaraan global terdiri atas praktik-praktik sukarela yang berorientasi pada hak asasi manusia, keadilan sosial, dan lingkungan di tingkat lokal, regional, dan global.^[1] Tak seperti kewarganegaraan nasional, kewarganegaraan global tidak menunjukkan status resmi atau kesetiaan apapun^[2] terhadap pemerintah.^[3] Kemunculan blok-blok ekonomi kawasan, lembaga politik supranasional seperti Uni Eropa,^[4] dan kemajuan TIK mendorong banyak negara mempersiapkan daya saing rakyatnya di bursa kerja global.^[5] Program pendidikan kewarganegaraan global (GCE) mulai diperkenalkan di tingkat primer, sekunder, dan tersier, serta lembaga swadaya masyarakat independen, organisasi akar rumput, dan organisasi pendidikan berskala besar lainnya seperti International Baccalaureate (IB) dan UNESCO.^[5]

Fitur terpenting dari pendidikan kewarganegaraan global adalah tindakan sukarela yang dapat dilakukan mulai dari masyarakat setempat sampai masyarakat internasional, praktik empati budaya, dan pengutamaan keterlibatan aktif dalam kehidupan sosial dan politik di tingkat lokal dan global.^[6] Pada akhir 1990-an, OXFAM UK merancang kurikulum GCE dengan penekanan terhadap "peran 'aktif' warga global".^[7] Menurut pendekatan ini, individu dan kelompok di dalam dan luar sektor pendidikan dapat mengambil tindakan terkait permasalahan hak asasi manusia, perdagangan, kemiskinan, kesehatan, dan lingkungan.^[6] This is sometimes called the 'global consciousness' aspect of GCE.^[5] Selain itu, organisasi seperti UNESCO juga mulai mengutamakan 'kompetensi global' dengan memasukkan sains dan teknologi ke kurikulum GCE. Tujuannya adalah "memperkuat hubungan antara pendidikan dan pembangunan ekonomi".^[8]

Lihat pula

Referensi

^ Myers, 2006
^ Schattle, 2008
^ Rapoport, 2009
^ Keating & Ortloff et al, 2009
^ ^a ^b ^c Dill, 2013
^ ^a ^b Green, 2012
^ Davies, 2008
^ UNESCO-IBE, 2008, cited in Dill, 2013

Daftar pustaka

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