Despite being almost similar, globalism and globalization are entirely dissimilar and refer to different phenomena. Globalism seeks to understand a world that is characterized by increased connectedness. Globalism explains an interconnected world that spans across different countries. It aims at understanding how patterns of the modern world and underlying factors affect the current interconnectedness ( Harris, 2017). On the other hand, globalization focuses on the changes or degree of globalism. It explains the increasing connectivity between people and societies across the world. In other words, it is a multidimensional process that involves economic and social changes that have occurred in a specific duration ( Harris, 2017) . According to ( Lousley, 2016), globalists desire that globalization intensifies and not be reversed. For instance, different regions in the world had access and were using the world wide web. Globalist sought to analyze factors that affected internet use in various regions. In this regard, they are supporting globalization, which is the increased rate at which the worldwide web has reached out to different regions across the globe. This is because globalists focus on the underlying network while globalization explains the declining distance on a large scale through increased interconnectedness.
A global citizen is an individual who is well aware of the world and current events that are taking place. However, they are required to actively take part in the community with the aim of making it more sustainable and equal to foster its development and growth ( Salter & Halbert, 2017). In this regard, being a global citizen in an era of increased technological sophistication can help me improve my networking and interconnectedness with different people across the world. My global citizenship would help me become technologically savvy which would enable me to create efficiency at my workplace. This would also mean that I would not only build my professional skills in IT but also be enabled to carry out my academic requirements effectively. As a global citizen in an era of digitalization would help me manoeuvre through systems such as doing online studies, use social media to connect with others around the world, and contribute at the workplace by being efficient and effective.
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According to Reysen and Katzarska-Miller (2013), global citizenship is a sense or feeling of being aware, caring, a champion of social justice, and one who embraces diversity. The thought of being globally aware is also coupled with the nous of being responsible for acting in a manner that promotes sustainability. However, different theorists have different opinions on how global citizenship should be defined. The first argument is whether the concept is similar to real citizenship where one belongs to a particular state or nation. The second one argues with how people have specific legal, political, economic, and institutional linkages with society. Citizenship, in its classical sense means that there is a responsibility to adhere to the rules of society and get penalized when laws are violated ( Pittman, 2017). Therefore, the definition of global citizenship under the above theoretical arguments do not match and carry the purposed meaning. In my opinion, the idea of global citizenship is metaphorical. In this case, global citizenship should be defined in the same way as Reysen and Katzarska-Miller (2013) since a person cannot gain the traditional or standard form of citizenship. My definition applies the concept of belonging to a place and being responsible to act in the required manner.
From the article, valuing diversity and intergroup helping are the most essential components. This is because embracing diversity fosters growth, respect, and empathy for one another. In the end, increased empathy facilitates and promotes social justice since people would not only be aware of each other’s differences but would have also learned how to embrace it. Therefore, valuing diversity is an umbrella that incorporates different outcomes of global citizenship ( Reysen & Katzarska-Miller, 2013). On the other hand, intergroup helping promotes the need to aid each other in attaining common goals. For instance, climatologists and policymakers around the world champion with collaborative efforts to create environmental sustainability. This is because ecological sustainability cannot be achieved by single nations but buy group work.
In this regard, it is essential for a global citizen to value diversity and participate in intergroup helping. A person who values diversity will champion the rights of others, promote empathy, and have a need to make the world a better place. At the same time, intergroup helping would enable a global citizen to collaboratively work with each other in creating environmental sustainability that cannot be achieved by single efforts. Global warming is not the rise and affecting every region in the world. As a global citizen, I sought to work with people from diverse countries and ethnicities to take part in tree planting initiatives in our communities. I worked in groups of people through Facebook who had different ideas and insights on how the effort would be successful while seeking ways of helping those who faced challenges.
According to Galinova (2015), t he idea of global citizenship is widely taught in sociology and history courses. Sociology explains how society works and has helped me to understand the value of embracing diversity. On the other hand, learning history has broadened my knowledge of past events and how they determine future happenings. History has also helped me to understand the benefits of globalization. Knowing about how people lived in a world with no connectedness and how they would have helped each other in preventing world wars fuels my inner motif that is dedicated to embracing my role of being a global citizen.
References
Galinova, E. (2015). Promoting holistic global citizenship in college: Implications for education practitioners. In Internationalizing Higher Education (pp. 17-34). Brill Sense.
Harris, R. L. (2017). Globalization and Globalism. Global Encyclopedia of Public Administration, Public Policy, and Governance , 1-8.
Lousley, C. (2016). Humanitarian melodramas, globalist nostalgia: Affective temporalities of globalization and uneven development. Globalizations , 13 (3), 310-328.
Pittman, J. (2017). Exploring global citizenship theories to advance educational, social, economic, and environmental justice. Journal of Tourism and Hospitality , 6 (6).
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology , 48 (5), 858-870.
Salter, P., & Halbert, K. (2017). Constructing the [parochial] global citizen. Globalisation, Societies and Education , 15 (5), 694-705.
