Inernaional Journal Learning and Teaching Vol. 2, o. 1, June 1 Global Ciizenshi Perceions Sudens in Differen Culures Zafer Çakmak, Birol Bulu, and Cengiz Taskiran Dearmen Social Sudies Educaion, aculy Educaion, ira Universiy, Elazig, Turkey Email: zcakmak@fira.edu.r, {birolbulu1, cengizaskiran1}@gmail.com Absrac Currenly i s ossible o reach any knowledge fas and immediaely wih echnological develomens modern world; new global economies are shaed wih economical develomens; each social sysem undergoes changes wih social innovaions o comose new social ineracions, and new modes communicaion. Civil insighs aren on revious locaions, anda re in a change and develomen rocess. Thus, a new conce, insigh, and fields ciizenshi flourishes which has been based on new forms belonging, new righs, and resonsibilyses, and has sared a roer secor relaed wih discussing new alernae conces like Euroean Ciizenshi, Culural Ciizenshi, Global Ciizenshi, Digial Ciizenshi. We ve focussed in our sudy on conce Global Ciizenshi, and Global Ciizenshi Perceion Scale which was develoed by Clarisse Olivieri Lima [1] was used alied and examined. The sudy was conduced on foreign sudens in Turkey aending several dearmens in ıra Universiy in 1-sring semeser o deermine ir Global Ciizenshi Perceions. The disribuion findings based on gender, fluency in a foreign language, Inerne use frequency and urose were analyzed. In daa analysis, -es and AOVA analysis were uilized in sudy. Analysis daa was conduced using SP 17.0 rogram in sudy. sudies lieraure. One among se is our subjec maer, global ciizenshi model. In his rocess also affecing educaional sysems, is Global Ciizenshi our choice, or is i a consequence resened o us? Wihou doub, his is no an easy quesion o answer. However ruh is, i is imossible for eole o avoid global develomens and ir effecs oday. urrmore, i is hardly ossible for world communiies o go back and leave ha ah. Bu, i is a roblem or an assignmen for socieies and individuals o roec and imrove ir freedoms and fuure in ha ransformaion wihou surrendering m o grea owers. As er examle semiermeable cell membrane, which biologiss acce as beginning life, if membrane was ermeable i would no be able o differeniae from is environmen and could no become nucleus life indeendenly, bu also if i was no a all ermeable, i would have been roen wihin iself, would decay and would no accomlish is mission. A world ciizen or a global ciizen should be individual who believes ha common roblems are resonsibiliy all naions and all human beings. [] In is broades meaning, global ciizenshi includes imoran alicaions rearing fuure world ciizens for immense hardshis y would face concerning rade, echnology and environmen. [5] Global ciizenshi, unlike or naionaliy models, which denominae a sense legal belonging o a cerain lace or having a oliical ideniy, means having global scale knowledge, skills and an undersanding a life syle. In Preson s ciizenshi model, global ciizenshi does no enail a legal meaning. [] England layed a significan role in mehodical inclusion global ciizenshi insrucion in educaional sysems. Esecially Oxfam, Briish worldwide cenral and inernaional develomen and educaional organizaion, had a significan effec on develomen undersanding global ciizenshi. [7]. Index Terms global ciizenshi, social sudies I. ITRODUCTIO The conce globalizaion, a frequen subjec maer in our daily agenda, is a widely soken word exlaining raid ransformaions and remendous fluency life on earh. Globalizaion could be defined as rocess where humans and ir ossessions could freely circulae inernaionally wihou being resriced by any form border, and eole and socieies could inerac wih each or wih more seed and more frequenly. Cerain hinkers roose ha echnological develomens are a source all social and culural change. [2] The hrase echnology is driving force behind change [], in realiy unveils relaion beween echnology and change. Wih develomens creaed by globalizaion, i became necessary for relaions such as localiy-universaliy, ideniy-diversiy o be resrucured, and for erceion ciizenshi o change and ransform. In rocess globalizaion, wih rise cosmoolian ideas, differen ersecives emerged in ciizenshi II. In his secion, informaion on sudy design, universe and samle, daa collecion ool, daa collecion and analysis will be rovided. III. STUDY DESIG The sudy was conduced in general survey model. General survey models are organized o survey a grou or Manuscri received March 10, 15; revised ovember 10, 15. 1 Inernaional Journal Learning and Teaching doi: 10.18178/ijl.2.1.8-52 METHODOLOGY 8
Inernaional Journal Learning and Teaching Vol. 2, o. 1, June 1 number elemens. [8] a samle or whole universe o arrive a a general conclusion on a universe, which is made a large TABLE I. DESCRIPTIVE STATISTICS OR VARIABLES % Gender emale Male Asia Euroe Africa 9 87,5 51 5 umber oreign Languages Soken 1 2 5 5, 8, 1,7 27,8 1,7 Desire o Learn Addiional Languages Yes o Coninen Origin Why would you wan o learn a oreign Language? Travel abroad Beer job Undersand eole from or culures beer Communicae wih eole from or culures beer or ersonal saisfacion More han one reason 50 8, 1, Everyday our days a week A leas hree days a week A leas wo days a week Once a week ever 75 11,1 8, 2,8 1, 1, Read news in newsaers Read news in magazines Read news in Inerne Wach news on TV Lisen o news on radio Or More han one source Sies from my counry Sies from or counries in my language Sies from or counries in or languages All 18,1 5,,1 11,1,2 15, 9,7 27,8,7 1,9 2, Very en Someimes Rarely ever 2,1, 1,9 10,1 8,7 How en you use Inerne? Which web sies you visi? How en do you communicae wih eole from or counries? IV. ool in sudy. Afer deermining samle grou, scale was disribued and colleced manually. In daa analysis, -es and AOVA analysis were uilized in sudy. Analysis daa was conduced using SP 17.0 rogram in sudy. UIVERSE AD THE SAMPLE The sudy was conduced on foreign sudens in Turkey aending several dearmens in ıra Universiy in 1-sring semeser o deermine ir Global Ciizenshi Perceions. The disribuion findings based on gender, fluency in a foreign language, Inerne use frequency and urose were analyzed. The resuls are dislayed in Table I. V. VI. IDIGS The findings sudy were resened in order revalence in gender, coninen origin, foreign languages soken, desire o seak foreign languages, reason o learn foreign languages, Inerne access, Inerne use frequency, source news reors on global evens, web sies visied and frequency DATA COLLECTIO AD AALYSIS Global Ciizenshi Perceion Scale develoed by Clarisse Olivieri Lima [1] was used as daa collecion 1 Inernaional Journal Learning and Teaching 1,90 5, 1,7 Some ever Do you have Inerne Access? Where do you ge global news? 95,7, 19, 2,,8 9
Inernaional Journal Learning and Teaching Vol. 2, o. 1, June 1 Table VI. In Tukey es imlemened o deermine grous reresening significan difference, i has been observed ha re was a significan difference beween sudens seaking 1 foreign language ( = 2.91) and sudens seaking 5 foreign languages ( =.8) and beween sudens seaking 2 foreign languages ( =.00) and sudens seaking 5 foreign languages ( =.8), favoring sudens ha seak 5 foreign languages. communicaion wih eole from or counries. T-es was conduced rimarily on gender variable and resuls are resened in Table II. TABLE II. THE ATTITUDES O STUDETS OR GLOBAL CITIZESHIP PERCEPTIOS BASED O GEDER Gender emale 9,5 0,5 Male,7 0,1 70,98,92 TABLE VI. AOVA RESULTS OR ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIOS BASED O UMBER O OREIG LAGUAGES SPOKE The findings deiced in Table II demonsrae ha re was no significan difference in aiudes sudens for global ciizenshi erceion based on gender. TABLE III. DESCRIPTIVE STATISTICS O STUDETS BASED O THEIR COTIET O ORIGI 8,1,7 (2) Euroe,9,2 () Africa 1,75,5,,5 Coninen origin (1) Asia Inergrou,22 2,121 Inragrou 1,81 9 21,09,215 Squares,8 1,122 1,05 7,28 21,09 Inragrou P 1-5 2-5,528,00* Table VII dislays no evidence for a significan difference beween aiudes sudens on global ciizenshi erceion based on desire o learn a new foreign language. TABLE VII. T-TEST RESULTS O THE ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIO BASED O THE DESIRE TO LEAR A EW OREIG LAGUAGE difference 1- -1 1,502,000* Yes 7,8 0,5 o 2,9 0,8 8 1,8,10 TABLE VIII. DESCRIPTIVE STATISTICS O STUDETS REASOS TO LEAR A OREIG LAGUAGE A saisically significan difference was observed when aiudes sudens on global ciizenshi erceions based on ir coninen origin were scruinized using AOVA es (=1.502, =.000) in Table IV. In Tukey es imlemened o deermine, beween which coninens re was a significan difference, i was found only beween sudens wih origins in Asia (=,1) and Africa in favor hose wih origins in Africa (=,75). Reason o learn a foreign language (1) o use when I ravel abroad (2) o have a beer job () o be able o undersand eole from or culures beer () o be able o communicae wih eole from or culures beer (5) for ersonal saisfacion TABLE V. DESCRIPTIVE STATISTICS O THE UMBER O OREIG LAGUAGES SPOKE BY THE STUDETS umber foreign languages soken (1) oreign Language (2) oreign Languages () oreign Languages () oreign Languages (5) oreign Languages Inergrou TABLE IV. AOVA RESULTS OR STUDETS ATTITUDES O GLOBAL CITIZESHIP PERCEPTIOS BASED O COTIET O ORIGI Squares 0 12 2,91,00,9,9,8 2,91,25,00,1 0,9,9,9,1 12,8, TABLE VIII. AOVA RESULTS OR ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIOS BASED O THE REASOS TO LEAR A OREIG LAGUAGE,25,1,9,1, Inergrou Inragrou A saisically significan difference was found when aiudes sudens on global ciizenshi erceions based on number foreign languages y seak were examined using AOVA es (=.528, =.00) in 1 Inernaional Journal Learning and Teaching,918, 17,8 55,18 18,0 59,2,581 o saisically significan difference was found when aiudes sudens on global ciizenshi erceions based on reasons o learn a foreign language were 50
Inernaional Journal Learning and Teaching Vol. 2, o. 1, June 1 o saisically significan difference was found when aiudes sudens on global ciizenshi erceions based on sources informaion were scruinized using AOVA es (=1.09, =.) as deiced in Table XIII. examined using AOVA es (=.2, =.581) as deiced in Table VIII. A saisically significan difference was found beween aiudes sudens on global ciizenshi erceions relaed o variable Inerne access favoring ( =,) based on daa deiced in Table IX. TABLE XIV. DESCRIPTIVE STATISTICS O WEB SITES THAT THE STUDETS VISIT informaion (1) sies from my counry (2) sies from or counries in my language () sies from or counries in or languages () All (5) TABLE IX. T-TEST RESULTS O THE ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIO BASED O THEIR COMPUTERS ITERET ACCEIBILITY, 0,51 Someimes 5,58 0 9 2,07,05,5,2,0,0, 5 8 variance,5,,7, TABLE XI. AOVA RESULTS OR ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIOS BASED O THEIR ITERET ACCE REQUECY Inergrou,18,19 Inragrou,75 2109 8,0,59,2 X,,18,0,27,05,9,2 Inergrou 1,02 5, Inragrou 17,252 59,292 18,85 1,09,5,18,5,,,1,5,78,,52 Inergrou 2,89,950 Inragrou 18,2 8,28 21,09,59,019 18 1 22 7 7,5,5,8,22,1,,,5,8,7,2 TABLE XVII: AOVA RESULTS OR ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIOS BASED O THE REQUECY O THEIR COMMUICATIO WITH PEOPLE ROM DIERET COUTRIES variance, 1 Inernaional Journal Learning and Teaching requency communicaion wih eole from differen counries (1) (2) Very en () Someimes () Rarely (5) ever TABLE XIII: AOVA RESULTS OR ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIOS BASED O THEIR IORMATIO RESOURCES 17 TABLE XVI. DESCRIPTIVE STATISTICS O THE REQUECY O THE COMMUICATIO O THE STUDETS WITH PEOPLE ROM DIERET COUTRIES TABLE XII. DESCRIPTIVE STATISTICS O STUDETS IORMATIO RESOURCES 1 2 8 11 5,9,5,5 A saisically significan difference was found when aiudes sudens on global ciizenshi erceions based on web sies y visi were analyzed using AOVA es (=.59, =.019) as shown in Table XV. In Turkey es imlemened o deermine grous reresening significan difference, i has been observed ha re was a significan difference beween sudens who icked answer 2 (sies from or counries in my language) ( =.28) and sudens who icked answer (all) ( =.78 ), favoring saemen. o saisically significan difference was found when aiudes sudens on global ciizenshi erceions based on Inerne access frequency were examined using AOVA es (=.59, =.2) as deiced in Table XI. informaion (1) read news in newsaers (2) read news in magazines () read news in Inerne () wach news on TV (5) lisen o news on radio () Or (7),2,28,1 TABLE XV: AOVA RESULTS OR ATTITUDES O STUDETS O GLOBAL CITIZESHIP PERCEPTIOS BASED O THE WEB SITES THEY VISIT TABLE X. DESCRIPTIVE STATISTICS O STUDETS ITERET ACCE REQUECY Inerne Access frequency (1) Every Day (2) our days a week () a leas hree days a week () a leas wo days a week (5) 25 10 51 Inergrou,787,197 Inragrou 19,07 2,11,09,2,2
Inernaional Journal Learning and Teaching Vol. 2, o. 1, June 1 A general look on global ciizenshi erceion reveals ha we may conclude ha global ciizenshi erceions foreign sudens ( =.) were rar high. As a resul, findings demonsraed ha global ciizenshi erceion is quie high in individuals who seak several languages, ravel world, inerac eole from differen counries and effecively use means communicaions. Thus, wihin changing condiions in world, ciizenshi educaion should rovide skills ha include knowledge on grous wih differen ehnic, culural, religious and language backgrounds as well as knowledge, skills and aiudes necessary for ir duies required by ir naion saes and hel youh o work for a more jus world. [9] Ciizenshi educaion should also reare fuure ciizens o inerac wih diverse culures and erceive an unlimied world. [5], [10], [11]. o saisically significan difference was found when aiudes sudens on global ciizenshi erceions based on ir frequency o communicae wih eole from differen counries were analyzed using AOVA es (=.2, =.2) as given in Table XVII. VII. DISCUIO AD RESULTS This sudy scruinized relaion beween gender foreign sudens in ıra Universiy, ir coninen origin, number foreign languages y seak, ir desire o learn differen languages, ir reasons o learn differen languages, ir access o Inerne, informaion sources, web sies y visi and ir communicaions frequency wih eole from or counries using Global Ciizenshi Perceion Scale. o evidence was found concerning a significan difference based on gender. Based on coninens ir origin a significan difference was observed favoring Africa beween sudens wih Asian and African origins. Alhough re is no way o direcly conemlae on reasons, i could be said ha i could be an effec resuling from colonial era. Concerning hird variable sudy, number foreign languages sudens seak, i has been observed ha global ciizenshi erceions sudens who seak five (5) languages are higher han hose who seak one (1) and wo (2) languages. There was no significan difference beween fourh variable sudy, desire o learn a new foreign language (Yes/o) and global ciizenshi erceion foreign sudens. The reasons o learn a new foreign language sudens, fifh variable sudy also did no differ significanly relaed o ir global ciizenshi erceions. A significan difference was found for sixh variable sudy, Inerne conneciviy sudens comuers, when ir aiudes owards global ciizenshi erceion was scruinized favoring sudens who had coninuous Inerne connecion. o significan difference was found beween nex variable sudy, answers relaed o frequency sudens Inerne access and ir aiudes owards global ciizenshi erceion. or eigh variable sudy, sudens answers on ir informaion sources and ir aiudes owards global ciizenshi erceion, re was no significan difference found. Abou ninh variable sudy, ir answers on web sies y visi, re was a significan difference for ir aiudes owards global ciizenshi erceion favoring web sies in a differen counry bu in my own language and web sies in differen counries in differen languages including my counry and my own language. or las variable sudy, sudens answers on ir communicaion frequency wih eole from differen counries and ir aiudes owards global ciizenshi erceion, re was no significan difference found. 1 Inernaional Journal Learning and Teaching REERECES C. O. Lima, I s no all abou access: A comaraive sudy global ciizenshi and ICT use beween Brazilian and American Sudens Uilizing a social inclusion framework, Ph.D. sis, Universiy Connecicu, Sorrs, 0. [2] D. Ergil, Sociey and Human, Isanbul: Haya Akademi Publishing, 12. [] E. Özkal, Inroducion o Sociology, Bursa: Ekin Publishing, 08. [] G. Alaslan, Process globalizaion, ciizenshi and naionsae relaions: The ransformaion ciizenshi, Unublished Maser sis, Gazi Universiy Publishing, 08. [5] K. L. Gibson, G. M. Rimmingon, and M. Landwehr-Brown, Develoing global awareness and resonsible world ciizenshi wih global learning, Roeer Review, vol. 0, no. 1,. 11-2, 08. [] T. G. Lagos. (02). Global Ciizenshi-Towards a Definiion. [Online]. Available: h://des.washingon.edu/gc/df/globalciizenshi.df [7] H. Schale, Educaion for global ciizenshi: Illusraions ideological luralism and adaaion, Journal Poliical Ideologies, vol. 1, no. 1,. 7 9, 08. [8]. Karasar, Scienific Research Mehods, Ankara: obel Publishing, 0. [9] J. A. Bank, Teaching for social jusice, diversiy, and ciizenshi in a global world, The Educaional orum, vol. 8,. 289-298, 0. [10] Oxfam. (0). Educaion for global ciizenshi: A guide for schools. [Online]. Available: h://www.oxfam.org.uk/educaion/coollane [11] D. H. Orlf, Moving borders: Muliculuralism and global ciizenshi in German social sudies classroom, Educaional Research, vol. 5, no. 2,. 17-19, 11. [1] Birol Bulu, Research Assisan, aculy Educaion, ıra Universiy, Turkey. The auhor was born in Elazig on 28.05.198. He sudied rimary, elemenary and high school in Elazig. He graduaed from ira Universiy Educaion aculy Social Sudies Dearmen in 08. He received his MBA degree a ira Universiy Educaional Sciences Insiuion in 11. The auhor is also carrying ou his PhD a ıra Universiy. He is research assisan in ira Universiy Educaional Sciences Insiuion. His ineress include social sudies Educaion, Social Sudies Curriculum, Ciizenshi Training and Teacher Training. 52