Globalization and Educational Achievement:

Global Citizenship Education in Japan
Influenced by Globalization and Localization
A Presentation for WCCES 200７
September ３-６
KOJI NAKAMURA
Professor of International Education
Konan University, Kobe Japan
 Human had learned to listen to one another and to
the planet (Boulding, 2000).
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What is globalization and localization?
 How do you define globalization?
 Could we explain Globalization in
the 21st Century with
 Conflict Theory
 Conversion Theory
 or Diversion Theory ?
 (Economy, Technology, Politics, Education,
Environment, Culture and People)
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Definition of globalization and localization
in global citizenship education for peace
 Globalization is neither the
convergence of Westernization nor
Americanization.
 Globalization is neither Eurocentered homogenization nor
American-centered assimilation.

(Nakamura 2002, 2004)
 Economy, Technology, Politics, Education,
Environment, Culture and People
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What is Globalization in global
citizenship education for peace?
Globalization means global and
transnational interactions of people,
shared cultures, information and
technology, education, economy,
ecological management and value
systems beyond the cultural divide
between East and West, North and
South and Orientalism and
Occidentalism. (Nakamura, 2004)
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What is localization in peace?
Localization means sustaining personal, local,
republican, cultural, national identities, by
raising the awareness of global
interdependence and sustainability.
Boulding (2000, p.272) emphasizes that with
the new localism, children were more
integrated into the life of the community
than they had been in the previous century,
and the peace education, training, and
service programs that had begun early in
the twenty-first century helped make
schools major focal points of each
community.
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Positive Effects of Globalization
1 Cross-border interactions and
interdependence between and among
people and countries (internationalization)
2 Democratization and liberalization through
the borderless interaction of people and
information (Democratization and Liberalization)
3 Sharing supra-national and universal
values, such as liberal democracy,
fundamental human rights, sustainable
development, human solidarity, charity,
philanthropy and citizenship in a democratic
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Globalization and multicultural identifications
for human solidarity
 Globalization has brought about a
dramatic increase in multicultural,
bicultural, transcultural and
transnational people who have several
layers of personal, cultural, ethnic,
national and global identifications. (VTR)
This is a light of the 21st century.
The EU is another arena of economic, multicultural and educational experiments.
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A Bed and Breakfast in Pateley Village in
Yorkshire , UK
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Multicultural British in London
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ＢＢＣ、ＩＴＶ Newscasters in UK
Asad Ahmed
BBC Newscaster
*Sir Trevor McDonald, OBE (born 16 August 1939) is a Trinidadian-born British ITV
News Presenter. Until 2005, he was a newscaster with ITN, notable for having been the
first black news anchor in the UK. Ｈｅ received the best newscaster prize.
*BBC News Presenter - Moira Stuart Elegant newsreader Moira Stuart was born and
brought up in Britain, but has spent a lifetime trying to answer the question, 'But where
are you from?' "I couldn't give a definitive answer," she says. "I am a true mongrel - and
proud of it."
*George Alagiah was born in Sri Lanka in November 1955. George also presents World
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Today on BBC World, the BBC's international news and information television
channel.
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NGO: Positive Effects of Globalization
 One context in which the micro-macro
linkage of utopian experiments should be
seen in the rapid development of
transnational nongovernmental organization
in the 20th century.
(VTR: MSF)
 The more than twenty thousands
transnational nongovernmental networks
that bring diverse people together through
common interests and concerns are major
new set of actors in the international power
(Boulding, 2000).
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Negative Effects of Globalization
Today’s Fragile World: Survive or Perish?
 Korten (1999) states that it is now our time to
accept responsibility for our freedom or perish as
a species that failed to find its place of service in
the web of life.
 Boulding (2000) states that as a species, we have
overrun our niche and deprived countless other
species of their habitats.
 Global/domestic poverty and disparity are getting
more serious all over the world in the 21st century.

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Chad: The Aboubakar family of Breidjing Camp
Food expenditure for one week: 685 CFA Francs or $1.23
Favorite foods: soup with fresh sheep meat
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Germany: The Melander family of Bargteheide
Food expenditure for one week:375.39 Euros or $500.07
Favorite foods: fried potatoes with onions, bacon and herring, fried noodles
with eggs and cheese, pizza, vanilla pudding
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Global Human Rights Issues
Civil Wars, Refugees, Poverty, Hunger, Child
Labor and AIDS are all linked with each other.
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Our fragile earth devastated by
nuclear tests and wars
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少年兵
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The achievement of universal primary
education within a decade in all developing
regions would cost only $7-8 billion annually
 To put this figure in context, $7-8 billion represents:
 = About 4 days’ worth of global military
expenditure
 = 7days’ worth of currency speculation in
international markets
 = Less than half of what North American parents
spend on toys for their children each year
 = Less than the annual amount that Europeans
spend on computer games or mineral water.

(Break the Cycle of Poverty by Oxfam)
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What can you see from one banana?
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Japan Today: Nation at Risk
1. A faceless Economic giant without having a clear
political voice in the international community
2. Multicultural deficiency in conformity
3. Educational turmoil: School Careeroriented Society for competition for
numerical targets, profitability and
productivity
4. The increasing Juvenile Delinquency
5. Brain Drain and Credibility Gap
6. The deterioration of habits of the heart as a
Japanese citizen and global citizen in
liberal democracy.
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Entrance Examination in school
career oriented societies in Japan
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Individualism and Responsibility for
Local and Global Community
 Japan has learned and borrowed utilitarian
individualism and expressive individualism from
the United States and the West.
 Japan has not learned enough about civic
individualism, the commitment to local
communities which are the very core of
American individualism in the context of
habits of the heart by Robert Bellah
(1985).
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Entrance Examination in school
career oriented societies in Japan
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University Education: The quality of university
education is questioned and examined as the
result of the remarkable decrease of young
students in Japan
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Student’s lecture:
Global Citizenship Education as a part of
Teaching Profession Course
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A Lerner-centered Communicative
Classroom on (War in Iraq)
(Debate class in English)
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The comparison of national pride among British,
German and Japanese university students
 Japanese students are proud of science and
technology (62.0%), Japanese Enterprises
(50.9%), economic performance (42.6%),
liberal democracy (37.0%) and security and
crime rate (36.6%) .
 British and German students are proud of
their post-industrial and multicultural
society blessed with social welfare, while
Japanese students seem to be proud of the
components of an economic giant with high
technology.
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18
13
9
Self-Defense
Forces
18
Philanthropy
and Generosity
Social Welfare
29
Japanese Yen
31
Multiculturalism
35
Educational
System
Natural
Environment
80
Security and
Crime Rate
92
Liberal
Democracy
110
Economic
Performance
160
140
120
100
80
60
40
20
0
Japanese
Enterprises
Science and
Technology
N u mb e r
Graph 1: What makes 216 Japanese Students
of Konan University proud of Japan?
134
79
38
National Pride among British, German, Japanese and American Students





British students of University of Leeds
(n=46)
Cultural diversity
(76.09%) (n=35) 多文化主義
liberal democracy
(47.83%) (n=22) 自由な民主主義
English pound
(32.61%) (n=15) 英国通貨ポンド
Social Welfare
(23.9%) (n=11) 社会福祉
German students of Bochum University
(N=49)
 Social Welfare
(67.47%) (n=33) 社会福祉
 Liberal Democracy
(61.22%) (n=30) 自由な民主主義
 Cultural diversity
(55.1%) (n=27) 多文化主義




American Students of University of Hawaii
Cultural diversity
(55.1%)(n=27)
Education
(44.9%) (n=24)
Science
and technology (44.9%)(n=24)
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(N=49)
多文化主義
学校教育
科学技術
39
National pride among Japanese and Thai graduate Students
Japanese Students of Konan University, Kobe Japan
 Science and technology
(62.0%)(n=134) 科学技術
 Ｂｕｓｉｎｅｓｓ Companies
(50.9%)(n=110) 日本企業
 Economic performance
(42.6%) (n=92)
経済力
 Liberal Democracy
(37.3%)(n=80) 由な民主主義
Thai graduate students of Srinakharinwirot University, Bangkok Thailand





King and Royal Family (87.5%)(n=35)
Religion (Buddhism)
(52.5%)(n=21)
Cultural diversity
(38%)(n=17)
Love for others
(38%)(n=17)
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王様と皇室
宗教（仏教）
多文化主義
他人への愛
40
Graph 2. What are the three most important factors of
Japanese identity among 216 Japanese students of
Konan University in 2005-2006?
143
94
80
77
63
58
31
26
22
21
20
13
Ja
pa
n
es
e
La
ng
Hu
ua
ge
ma
nR
Cu
ltu
igh
ra
ts
lH
er
ita
ge
Na Hist
or
y
Lib tion
al
er
Pr
al
ide
De
Be
mo
lon
cr
gin
g t acy
oJ
ap
an
Bi
r th
Ci
tiz
en
sh
So
ip
ve
re
ign
ty
Re
sid
en
ce
An
ce
str
y
n u mbe r
160
140
120
100
80
60
40
20
0
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Th e n u m b e r
En
gli
sh
Cu La n
gu
l tu
ag
ra
e
lH
er
ita
ge
Lib
era
Hi
sto
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ry
em
Et
hn ocra
ic
cy
Di
ve
rsi
Ci
ti z ty
Be
lon ens
hip
gi n
gt
Na
oU
tio
K
na
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r
Mo ide
na
rc
hy
Hu
Bi
ma
rt
nR h
ig
Re ht s
sid
en
An ce
ce
str
So
y
ve
re
ign
ty
of B ri ti s h Stu d e n ts
Graph 3: The three most important factors of British
identities for ４６ students of Leeds University
30
25
20
15
10
5
0
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24
18
17
15
13
12
8
8
7
6
5
3
1
1
42
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er
25
22
7
7
6
4
h
An
ce
Na
tio stry
na
lP
rid
e
35
30
25
20
15
10
5
0
Bi
rt
Hi
al
De stor
mo y
cr
Hu
a
Ge man cy
rm
an Righ
Cu Lan ts
gu
ltu
a
ra
l H ge
Et
er
hn
ita
ic
ge
Di
ve
Be
rs
lon
So
ve ity
gin
re
g
ign
to
ty
Ge
rm
an
y6
Re
sid
en
ce
Ci
tiz
en
sh
ip
Lib
The number of Ger man students
Graph 4 :The three most important factors of 49
German Identities for Students of Bochum Univ.
The three most important factors of German Identities
30
20
15
4
4
2
1
43
The three important factors of national Identities
British Students of Leeds University, Yorkshire, UK (46) 英国の大学生
 1. English language (52.2%) (n=24)
英語
 2. Cultural heritage (39.1%) (n=18)
文化遺産
 3. History
(37.0%) (n=17)
歴史
 4. Liberal democracy (32.6%) (n=15)
自由な民主主義
 5. Ethnic diversity (28.3%) (n=13)
多文化主義
German Students of Bochum University, Germany (49) ドイツの大学生
 1. History
(61.2%) (n=30)
歴史
 2. Liberal democracy (51.0%) (n=25)
自由な民主主義
 3. Human rights
(44.9%) (n=22)
人権
 4. German language (40.8%) (n=20)
ドイツ語
 5. Cultural heritage (30.6%) (n=15)
American Students of University of Hawaii (49) アメリカの大学生
1 American English (61.2%)(n=30)
英語
2 Cultural Heritage (51.0%)(n=25)
文化遺産
3 History
(30.6%)(n=15)
歴史
4 Citizenship
(28.5%)(n=14)
市民権
Japanese Students of Konan University in Kobe, Japan (216)日本の大学生
 1. Japanese Language (66.2%)(n=143)
日本語
 2. Human Rights
(43.5%)(n=94)
人権
 3.National Pride
(29.2%)(n=63)
国民的誇り
 4. Cultural Heritage (37.0%)(n=80)
文化遺産
 5. History
(35.6%)(n=77)
歴史
Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40) タイの大学院生
 1. Thai Language
(70%)(n=27)
タイ語
 2. Cultural Heritage (70%)(n=27)
文化遺産
 3. King
(62.5%)(n=25)
王様
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 4. History
(22.5%)(n=9)
歴史
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The Preamble of the Charter of Fundamental Rights
of the Union in the Constitution of the European
Union (2004)
 The peoples of Europe, in creating an ever
closer union among them, are resolved to
share a peaceful future based on common
values.
 universal values of human dignity, freedom,
equality and solidarity:
 The Union contributes to the preservation
and to the development of these common
values while respecting the diversity of the
cultures and traditions of the people of
Europe
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Hague Appeal for Peace/Global Campaign
for Peace Education
 “A culture of peace will be achieved when
citizens of the world understand global
problems, have the skills to resolve
conflicts and struggle for justice nonviolently, live by international standards of
human rights and equity, appreciate cultural
diversity , and respect the Earth and each
other. Such learning can only be achieved
with systematic education for peace.”

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European Citizenship
 The kernel of citizenship in the European
Union lies in sharing and ensuring the
common values of human rights and
obligations, freedom, equality, autonomy
and solidarity as peace-loving citizens
within the framework of liberal democracy in
diverse societies. The European
citizenships declare that the Union respects
the diversity of the cultures and traditions
as well as each national and cultural identity.
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The European educational initiatives:
 * The European Exchange Program for
Young Workers * Erasmus is the
established project for encouraging
exchange and mobility among EU
member states for students in the
university sector.
 * Comett is a project intended to
improve technical training, especially
in the new technologies, by placing
students and young workers
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The Comparison between the dual identities of
the British and European citizens and those of
Japanese and Asian citizens in 2005
 It is very meaningful to compare the responses of
dual identities of the British citizen and European
citizen with those of the Japanese and Asian
citizens.
(Nakamura 2005. p. 17).

 Among 100 British citizens 58% (n=58) of
the British think of themselves as both
British and European at the same time.
 59% (n=59) of the Japanese students feel
that they are both Japanese and Asian
citizens at the same time in 2005.

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Graph 8: Do you think of yourself as an Asian citizen?
The response from 216 Konan University students. 2005-2006
Do you think of yourself as an Asian citizen?
150
127
100
Number
50
0
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30
Strongly Agree Agree
44
Neither
12
3
Disagree
Strongly
Disagree
50
Graph 9: Do you think of yourself as a Japanese
and Asian Citizen?
The response from 216 Konan University students. 2005-2006
Do you think of yourself as a Japanese and Asian citizen?
113
120
100
80
51
Number 60
40
20
0
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24
22
6
Strongly Agree
Agree
Neither
Disagree
Strongly
Disagree
51
The Voice of German and British University
Students on their National Identities
 “German identity lies in history influenced by the past
(World War II) and the lesson to learn from these events.” –
German student of Bochum university-
 “German identity is a strong awareness of historical

responsibility”.
–German student of Bochum university-
 “For me being British is the ability to live in
harmony with people of all nationalities with
respect to the cultural roots of all those who
choose to be or are British citizens.”
 (Scottish, male, 25, university student, Glasgow)
 “British people are multicultural, multiethnic and very

diverse, BUT: there is always an underlying British pride
regardless of racial backgrounds.”
(English, male, 21, university student, Liverpool)
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The voice of a Japanese Student from the
global citizenship education class
 “The most important part of Japanese
history is the wars we were involved in. It is
true that we live today, but we can learn the
value of peace from our tragic history. We
must pass the lesson of our history on to
the next generation.
 (R Asayama. Sophomore, economics in
2004 class )

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Necessary Knowledge for Global Citizenship
Education for peace
 Positive and negative effects of




globalization and cultural identities
Exploring the compatibility of national
identities and global citizenships NorthSouth Problems: global poverty,
interdependence, civil wars, child labor,
refugee and AIDS
Direct violence: war and terrorism and
structural violence: poverty and
discrimination
The Concept of Peace and well-being
Environment and sustainable society
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Necessary Knowledge for Global Citizenship
Education for peace
 Nuclear weapons and conventional





weapons
Hiroshima, Nagasaki Okinawa, Holocaust,
and Nanjing massacre
Conflicts analysis, prevention and
resolution
National interests and global interests
The philosophy of the Charter of the United
Nations, the Constitutions of the EU
Partnership among international
organizations, governments, private sectors
and NGOs
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Necessary Skills for Peace Education
 Communication with active listening
 Reconciliation by integrating opposed ideas
 Harmony and cooperation
 Critical thinking and problem-solving
 Empathy and compassion
 Patience and self-control
 Media literacy with critical views
 Leadership and membership
 Mediation and negotiation
 Conflict resolution
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Global Literacy
A New Paradigm for Global Citizenship Education
 Global literacy includes cross-cultural competence
and sensitivity with multicultural, transcultural and
transnational perspectives.
 It also requires communicative competence in an
International Language (ex.EIL) for global dialogue.
 Also it develops cognitive, affective, social skills to
reconcile from mutually shared strength and
integrate seemingly opposing values on a higher
level for the purpose of equitable coexistence.
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Conclusion
 In conclusion, the compatibility of British
and German identities with European
citizenship can be a mirror that reflects the
discrepancy and harmony of multiple
identities in a multicultural civil society, and
it serves as a lesson for every nation and
government. As Japan is an island nation in
Asia, there must be not a few things to learn
from the compatibility of British and German
identities with European citizenship in order
to help stabilize, and hopefully unite, today’s
confused Asia. As Kofi Anan (2006), the
Secretary General of the United Nations said,
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Reference
Boulding, E. (2000). Cultures of Peace: The Hidden Side of History.

New York: Syracuse University Press.
Boulding, E. (1988). Building a Global Civic Culture: Education for

an Interdependent World. New York: Syracuse University Press.
Nakamura, K (2006) The compatibility of British Identities with

European Citizenship: Qualitative and Quantitative Research.

Identity, Education and Citizenship-Multiple Interrelations. (Ed)

by Jonas Sprogoe & Thyge Winther-Jensen. Frankfurt: Peter

Lang. pp. 65-90
Nakamura, K. (2004). Fostering Global Literacy among Japanese University
Students through Global
 Citizenship Education. The Journal of the Institute for Language and Culture,
Konan University. 8, 1-29.
Nakamura, K. (2002). Developing Global Literacy through English as an
International Language (EIL) Education in Japan. International Education
Journal Vol.3, No.5, 2002. WCCES Commission 6 p.63-74.
Overby, C. (2001). A Call for Peace — The Implication of Japan’s War —
Renouncing Constitution. Tokyo: Kodansha International.
Willis, D. (2002). Citizenship Challenges for Japanese Education for the 21st
Century: “Pure” or “Multicultural”? Multicultural Citizenship Education in
Japan. International Education Journal
 Vol.3, No.5, 2002. WCCES Commission 6.
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Willis,
D. (2000). Creating Cultural Worlds — Transformative Cultures and the 59
Dawn of the Twenty-First Century. Creating Context. Arizona: Zephyr Press.
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Transformative Attitudes for Peace Education
 Global village concern and neighborhood concern





for peaceful coexistence
Ecological awareness for a sustainable
environment
Respectful attitude towards human life, dignity
and diversity
Reflective and transformative attitudes towards
daily life
Reflective and transformative teaching and
learning
Non-violent attitude with tolerance and
reconciliation
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How can we cope with different cultures with
an effective strategy for cultural confrontation?




awareness
respect
communication
reconciliation
 Integrating opposing ideas from
mutually shared strength.
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Awareness
 1 Understanding explicit cultures and implicit
cultures of one’s home culture and that of other
cultures is a lifetime commitment.
 2. Stereotypes and prejudice come from lack of
information and direct contact. We can avoid
negative stereotypes and prejudice with cultural
relativism, cultural sensitivity and trans-cultural
perspectives.
 3. Cultural borders are not where civilizations
clash but where civilizations flourish with cultural
diversity.
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Respect
1 To be respected we must respect
others with cultural sensitivity and diversity. Even
if we don’t understand other cultures we can
respect each other. Respect is a good start for
inter/cross-cultural communication.
2 To be accepted we must accept others. To be
loved we must love others, too.
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Communication
1. Effective verbal and nonverbal
 communication skills with
 active listening have a
 dramatic power.
2. Communication overcomes,
 ignorance, indifference,
 intolerance, prejudice,
 discrimination and
 xenophobia.
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Reconciliation
1 We can reconcile from mutually shared
cultural strength in order to integrate
seemingly opposing values on a higher level.
(Trompenaars:1999)
2 We can reframe a new cross-cultural
perspective beyond Orientalism and
Occidentalism, particularism and
universalism, conformity and
diversity/pluralism through reconciliation
and integration.
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The components of global
literacy
1 Cultural literacy (basic cultural competence and
skills to live in one’s home culture)
2 Cross-cultural literacy (competence and skills to
adjust between one’s home culture and a target
culture)
3 Multi-cultural literacy (cultural sensitivity and skills to
live responsibly in cultural diversity, reconciling cultural
differences and integrating opposing cultural values in
a multicultural and interdependent world)

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The component of global
literacy
4 Delicate balance of one’s personal, cultural, national and
global identifications and roles
(competence to accept and balance pluralistic/dual/multiple
identities)
5 Communicative competence in EIL for global
communication
(communication skills to create a peaceful and
equitable symbiosis)
6 Awareness as a global citizen to participate in solving
global and human problems
(awareness of global village concern for equitable participation
and problem-solving competence as a new reframing global
concept)
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Why do we have to give peace education
in higher education?
1 Influenced by the consequences of positive and
negative globalization,
 the kernel of international education is fostering of
peace–loving students (citizens) capable of
participating in building a peaceful and
sustainable society.
2 Peace education for university students will sow
the seeds of a culture of peace for future
generations.
3 Students and teachers are to commit themselves
to building a sustainable and peaceful world.
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The Attitude of Educators in International Education
 1 Educators should be aware of the urgent
necessity of peaceful and sustainable coexistence
on this fragile earth.
 2 Educators should redefine the true meaning of
well-being as a transformation from material
possession and consumption into well-being.
 3 With the power of human love, educators should
plant seeds of global literacy deep in the hearts of
students.
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