This educational piece, written in 2004 by our Crossing Borders Managing Director, Garba Diallo after attending the UN Earth Summit in Johannesburg in 2002, explains the vital relationship between proper education, sustainable development and the creation of positive global citizenship. Learn more about our role as educators in the context of fundamentally unequal globalization – it is as important today as when he wrote it. Introduction As with national citizenship, proper education is the key to both sustainable development and the creation of positive global citizenship. Sustainable development aims at meeting the needs of today’s generations while taking into consideration the rights and needs of future generations. Sustainable development should also include acknowledgment and respect for the positive heritage and legacy of past generations. In order to link the present with the past and future, we need education for sustainable development. In the present global era of interconnections and networks, educating for global citizenship is a natural response to the increasing demand for global consciousness, intercultural understanding, and cross-cultural competence. Designing and implementing present and future education programs in the global context does give education a better meaning and concrete framework. Thus, education for life, sustainable development, and global citizenship are three interdependent contributors towards the creation of a truly global community. If it can be assumed that all human beings have a right to freedom and equality regardless of where they are born, then global citizenship must be built on the principle of equal rights, opportunities and responsibilities of all citizens without discrimination. The principle of equality is the surest way to develop the sense of individual, local, national and global “belonging. In other words, people need to feel and believe that membership in a global community serves their interests and reflects their various identities and cultures, and future aspirations. The problem with the present globalization In theory, there is general support for both education for sustainable development and global citizenship. This can be seen in various international declarations and documents of the United Nations. The same can also be said about globalization. As such, the problem is not about globalization, but what kind of globalization. For many people around the world, the present globalization is no more than the globalization of the interests of powerful countries and their companies. Therefore, it is easy to confuse the concept of sustainable development of people with sustaining welfare of the big multinational companies. This makes the development and implementation of education for sustainable development and global citizenship a difficult task. The question is how to educate people on global citizenship and sustainable development in the context of the contemporary politico-economic global system. The paradox of the present global structure While we talk about the global village and the international community, the present global system does not represent or serve the interests of the majority of the people of the globe. The consequence of this system can be seen in the fact that: · Less than 20% of the world population (mostly in the west) controls over 80% of the world’s resources while the same minority contributes over 80% of global pollution · The elite of the 20% control the three most powerful global institutions (WTO, World Bank, and IMF) that set the agenda for global trade, development, and finance, respectively. · While some 800-1000 million people suffer from acute lack of food, sanitation, and access to basic health care, energy, and clean water, people in the USA alone spend 75-100 billion dollars per year to deal with affluanza (sedentary illnesses and obesity) problems. This amount is about double the amount needed to meet the Millennium Goals set by the UN to half the number of starving people, provide access to clean water, health care and energy by 2015. · Even though there are enough money and resources, political vision and leadership are lacking. According to the conclusions of the May 2004 Global Conscience Conference in Copenhagen, a 0.1% tax on international money transactions would provide 241 billion dollars annually. · If we look at the cost of the war against Iraq, the US has already spent over 100 billion dollars. This amount does not include the killing of 10-13,000 Iraqi civilians, and the destruction of property, infrastructure, environment, and cultural heritage. As educators, it is important to provide the necessary space and opportunities for students to be made aware of this dimension of globalization and development. This can be done by presenting and analyzing the existing global politico-economic structure and how it affects different communities in different countries. What are the links between acute poverty in some parts of the world and too many riches in other parts? The problems of refugees, asylum seekers, and global terrorism can be related to perceived global injustice and inequality. These are relevant education topics for both sustainable development and global citizenship. Neither fair nor free The architect of the present global system likes to preach open markets and free trade. However, the hard truth is that there is neither free nor fair trade. While the rich north has turned the world into an open market, it does not allow free or fair trade with the global south. The north spends 356 billion dollars annually in subsidies for its already rich farmers. On this, it is worth noting that the number of active farmers in the US and the EU is 2% and 4% of the population respectively. In addition to the one billion dollars per day subsidy, the north has erected a wall of trade barriers against agricultural products from the south. In order to make agricultural products cheaper, the north also gives export subsidies for shipping products to the south. A transport tax deduction is another way of making it possible for northern farm products to be dumped in the south. In teaching about global citizenship and sustainable development, unfair trade can be related to development aid and corruption, as two important dimensions of globalization. In any unfair relationship, corruption can