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Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement

• First Online: 07 September 2022

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• José D. Villalobos 3 ,
• Azuri L. Gonzalez 3 ,
• Guillermina Gina Núñez 4 &
• Cigdem V. Sirin 3  

Part of the book series: Sustainable Development Goals Series ((SDGS))

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In this chapter, we employ what we term our “empathic global citizenship” framework as a novel, dual emotional-logical approach to critical community engagement that helps enhance and promote global citizenship values that are transferrable and applicable in multiple contexts. We describe how this approach enriches existing community engagement models for students in a manner that is responsive and accessible to student demographics not equally represented by the higher education landscape. Therein, we also posit that, whether students conduct engagement activities locally or abroad, they are likely to gain valuable intercultural experiences and interactions that lead to the cultivation of empathy and global awareness. This chapter is situated in the context of critical global citizenship education and community engagement experiences at The University of Texas at El Paso (UTEP), a large Hispanic-Serving Institution. UTEP is located in El Paso in the far western part of Texas along the U.S.-Mexico border with Ciudad Juárez, Mexico, and neighboring Las Cruces, New Mexico. The area, known as the Paso Del Norte region, represents the largest bilingual, binational work force in the Western Hemisphere with a population of approximately 2.3 million people. UTEP’s unique cultural and geographical location presents a rich landscape, with its own set of challenges and global interdependent dynamics, to create an environment where students and institutions must work in concert to address community challenges and model the type of engagement and mutual collaborative partnerships needed to deconstruct larger world problems. We posit that the experiences and skills our students learn in this context serve as invaluable and transferable building blocks for their development as empathic, global citizens throughout their educational journey and beyond, whether they remain in the region or relocate to another part of the world. The chapter concludes with a discussion of future avenues for continued development of empathy, global-mindedness, and critical lenses in our students, as well as the challenges and opportunities posed by our higher education landscape and the realities of the world as we know it today.

• Critical global citizenship
• Hispanic-serving institutions

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Reciprocity in community engagement and global education experiences is critical for offsetting real or perceived paternalism in local communities. Outside assistance is not automatically virtuous, and it can undermine self-determination; as such, recognizing the ability to negotiate change on people’s own terms is a fundamental step in creating non-exploitive relationships. As once famously put by Lilla Watson, an Australian Aboriginal woman: “If you have come here to help me, you are wasting your time. But if you have come here because your liberation is bound up with mine, then let’s work together” (As cited in Welsch and Vivanco 2018, 126).

One caveat, though, is that cultural mixing can also lead to friction (Tsing 2005 ), and not just to collaboration. When people come together in diverse and conflicting social interactions, they are likely to create movement, action, and effects that lead to new and unexpected possibilities. We also wish to acknowledge that while friction and interactional experiences and exchanges do not necessarily make boundaries and inequities disappear, they do, however, create alternatives for redistribution of knowledge, experiences, and “unalienable possessions” such as identity (Weiner 1992 ; Hylland Erickson 2004) that allow for co-existing within newly found forms of appreciation and empathy.

The benefits of our curricular innovations in this vein may also help non-social science majors who take our courses as electives. For example, as other previous studies have shown, although medical students often experience a general decline in empathy as they earn their degrees (Potash et al. 2014 ), those who take relevant humanities courses with engagement components may actually improve in levels of empathy as an overall educational outcome (Graham et al. 2016 ).

This falls in line with the citizenship education goals for the Global Network for Learning Cities (GNLC) program that is part of the United Nation’s Educational, Scientific, and Cultural Organization (UNESCO) Institute of Lifelong Learning.

Spivak ( 1990 ) describes sanctioned ignorance as a process that naturalizes the myth of Western supremacy through disavowing the history of imperialism and colonialism while also disregarding contemporary power disparities between “First” and “Third” Worlds evident in today’s global capitalist system. Therein, the sense of sanctioned ignorance may be maximized when those in First World countries buy into their perceived historical supremacy while those in the Third World meanwhile acquiesce to a desire to be “civilized/catch up with the West” (Andreotti 2014, 26; see also Biccum 2005 ).

As another applicable antidote, one may also consider a collaborative faculty-practitioner approach to research (e.g., see Barge and Shockley-Zalabak 2008 ).

With support and direction from UTEP’s Center for Community Engagement (CCE) and its affiliated faculty, the university is designated with a Community Engagement Classification by the Carnegie Foundation and continues to grow in its engagement, including through initiatives such as UTEP’s Community Engagement & Leadership (CEL) program (see: https://www.utep.edu/liberalarts/resources/faculty-staff-resources/cel/index.html ).

For example, as part of the Collaborative Online International Learning (COIL) initiative at UTEP, Núñez partnered with Patricia Islas Salinas from Universidad Autonoma de Ciudad Juárez in developing modules for engaging students on both sides of the U.S.-Mexico border in a mainly online setting and therein help students with the development of group activities and research projects vis-à-vis intercultural communication (see Rizo García 2013 ). The goal was for students to learn about each other’s communities without having to travel abroad, particularly during an ongoing global pandemic. For this, faculty plan their course syllabi, learning goals and objectives, and class activities by working together and communicating remotely through Zoom, Google Meets, WhatsApp, and via email. UTEP also has a special agreement and partnership with the Texas International Education Consortium (TIEC) to help build binational global education experiences, including through curriculum taught by professors such as Carolina Valencia from UTEP Health Sciences who employs a global citizenship framework aimed at helping UTEP students develop, among other things, cultural competency and sensitivity in partnering with students from Tanta University in Egypt. Such binational collaborations through education partnerships create opportunities to develop empathy, global-mindedness, problem solving skills, and partnerships with students enrolled in other universities (see also Montelongo and Martinez 2018, which details how UTEP faculty and students partnered with colleagues from New York City to apply a globally-minded framework for learning about diverse Latin American Diasporas in the U.S.).

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Villalobos, J.D., Gonzalez, A.L., Núñez, G.G., Sirin, C.V. (2022). Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement. In: Stanlick, S., Szmodis, W. (eds) Perspectives on Lifelong Learning and Global Citizenship. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-031-00974-7_3

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The Role of a Responsible Global Citizen (Gitizen) in the 21st Century: The Need, the Challenges and the Future

Journal of Technology Management for Growing Economies

UNESCO promoted global citizenship (gitizenship) since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) on August 22nd2012, which made fostering global citizenship one of its three priorities. This is a pedagogical guidance on global citizenship with 3 major outcomes: Education,Defense and Trade. (Taylor, 1997). It is the prerogative of the international community to clarify the conceptual underpinnings of global citizenship and providepolicy and programmatic directions, this paper which is to a large extent conceptual and directive in nature has been developed in response after deeply studying the needs and demands of and on integrating global citizenship in most of the active countries in the world. It presents suggestions for translating global citizenship education concepts into practical and age specific topics learning objectives in a way that follows principles of adaptation in local contexts.It is intended as a resource for educators, curricu...

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Essay on Global Citizenship

Students are often asked to write an essay on Global Citizenship in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Global Citizenship

What is global citizenship.

Global citizenship means seeing yourself as a part of the whole world, not just your country. It’s about caring for people and the planet, no matter where they are. Global citizens work together to solve big problems like poverty and climate change.

Responsibilities of Global Citizens

Being a global citizen means you have duties. You should learn about different cultures, respect the environment, and help others. It’s about making good choices that don’t hurt others around the world.

Benefits of Global Citizenship

When we act as global citizens, we make the world better. We get to understand different people and can work on making peace. It also helps us to solve big problems that affect everyone, like keeping the earth clean and safe.

250 Words Essay on Global Citizenship

Global citizenship is the idea that everyone on our planet is part of a big community. It’s like thinking of the whole world as one big neighborhood. People who believe in global citizenship care about issues that affect everyone, no matter where they live.

Caring for the Earth

One part of being a global citizen is looking after our planet. This means doing things to protect the environment, like recycling or turning off lights to save energy. It’s about keeping the Earth clean and safe for all of us and the animals too.

Helping Each Other

Global citizens also think it’s important to help people in need. This could be by giving money to charities that work all over the world or by learning about different cultures and understanding people who are different from us.

Another big idea in global citizenship is fairness. This means making sure that people everywhere have what they need, like food, water, and a chance to go to school. It’s not fair if some people have too much while others have too little.

Working Together

Finally, global citizenship is about countries and people working together to solve big problems. This can be anything from fighting diseases that spread across countries to making sure everyone has a good place to live.

In short, being a global citizen means caring for our world and the people in it. It’s about learning, sharing, and working together to make the world a better place for everyone.

500 Words Essay on Global Citizenship

Imagine a big school that has students from every part of the world. These students learn together, play together, and help each other. This is a bit like what global citizenship is. Global citizenship means thinking of yourself as a part of one big world community. Instead of just looking after the people in your own town or country, you care about everyone on Earth.

Why is Global Citizenship Important?

Our world is connected in many ways. What happens in one country can affect many others. For example, if the air gets polluted in one place, it can travel to other places and make the air dirty there too. By being global citizens, we can work together to solve big problems like pollution, poverty, and sickness that can touch people everywhere.

Respecting Cultures and People

Global citizens respect and learn about different cultures and people. Every culture has its own special stories, food, and ways of living. When you are a global citizen, you are curious about these differences and you understand that every person is important, no matter where they come from.

Taking Care of the Planet

Our Earth is the only home we have. Global citizens take care of it by doing things like recycling, saving water, and planting trees. We all share the same air, water, and land, so it’s everyone’s job to look after them.

Helping Others

Global citizens try to help people who need it. This can be by giving money to charities that work all over the world or by being kind to someone from another country who moves to your town. When we help each other, the whole world becomes a better place.

Learning and Sharing Knowledge

Being a global citizen also means learning about the world and sharing what you know. You can read books, watch films, or talk to people from different places. Then, you can share what you learn with your friends and family.

Being Active in Your Community

Even though global citizenship is about the whole world, it starts in your own community. You can join groups that clean up parks, help people who are sick, or raise money for good causes. By doing small things where you live, you are being a part of something much bigger.

Global citizenship is like being a friend to the entire world. It means learning, sharing, and caring for others and our planet. Even if you are just one person, you can make a big difference. When we all work together as global citizens, we make the world a happier, healthier, and more peaceful place.

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Global Citizenship

Global citizenship is the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale. The term can refer to the belief that individuals are members of multiple, diverse, local and non-local networks rather than single actors affecting isolated societies. Promoting global citizenship in sustainable development will allow individuals to embrace their social responsibility to act for the benefit of all societies, not just their own.

The concept of global citizenship is embedded in the Sustainable Development Goals though SDG 4: Insuring Inclusive and Quality Education for All and Promote Life Long Learning, which includes global citizenship as one of its targets. By 2030, the international community has agreed to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including global citizenship. Universities have a responsibility to promote global citizenship by teaching their students that they are members of a large global community and can use their skills and education to contribute to that community.

About the Hub:   Ana G. Méndez University (UAGM)  is a private non-profit higher education institution founded over seven decades ago in Puerto Rico. UAGM provides quality education and promotes research with a vision of innovation and entrepreneurship. Through its three main campuses (Gurabo, Cupey, and Carolina) and eight off-campus centers located around the island, UAGM offers a variety of academic programs in different modalities and excellent services designed to fulfill the needs and expectations of a diverse student population.  UAGM is the global center of UNAI to promote the exchange of knowledge and information regarding global citizenship. Its activities in this theme solidify its commitment to the development of global citizens by ensuring that its graduates are fully prepared to assume leadership roles and present solutions to humanity's challenges and needs.

Ana G. Mendez University

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