Propositions for Living Global Citizenship Projects

Abstract

In Chapter 4 we gave some examples as Living Legacies of Living Global Citizenship partnerships. In the same way that we have presented these multimedia narratives concerning participation in the partnership, we want to encourage others to do the same. These should be multimedia accounts and should be put into the public domain for sharing, debating and contesting by others. This helps to create an activist identity (Sachs, 1999) for the participant. The democratic discourses around the narratives give rise to the development of communities of practice (Wenger, 1998) which can have a profound impact on participants’ lives. Teacher participants can use such narratives to evidence professional standards. Values are part of the professional attributes for teachers as indicated in the Professional Standards for Teachers in England (2007) by the phrase: ‘Demonstrate the positive values, attitudes and behaviour they expect from children and young people’. There is a clear expectation that teachers model the values that the students are to adopt. The evidence shows that a Living Global Citizenship partnership with emphasis on the exploration of values provides many opportunities for participants to form and demonstrate positive values. In providing opportunities for the living out of values as a form of living-global-citizenship, educational partnerships can deliver improved educational standards.