The phenomena of childlessness and treelessness are two examples that highlight the requirement for global citizenship education to question our existing mindsets and to provide alternative ways of thinking and structured opportunities for alternative practices.
Being a citizen means being a citizen of somewhere and, indeed, since its historical emergence, citizenship has always been ‘local’ or, better said, regional and then national. And yet, the interconnected world of today and the interlinked nature of its problems consistently challenge national boundaries and nationalistic sentiments.
Through these efforts, we have struck gold. Not as much in the problematizing, reifying, and determining of the pedagogical conditions conducive to global citizenship development, but actually in the citizen-students who seem to understand what it means to be a global citizen.
The education systems worldwide lack inclusivity and the focus on social-emotional learning is more than ever. Can art be the medium for the demonstration of inclusive practice that supports an asset-based approach to teaching, learning, and development?
Explicit integration of social and emotional learning offers an opportunity to transform education - not just in terms of its outcomes but also in terms of the individuals it can produce.
Empathy, the ability to understand and share the feelings of others, is an important aspect of social and emotional learning. It can be demonstrated and potentially cultivated through the opportunities afforded in digital play.