Goal

The goal is to create a strengths-based model for global citizenship, broadly defined as developing character and the competencies to contribute towards flourishing societies. This framework can be used to develop community interventions that can be easily adapted and disseminated. It is becoming clear that socioemotional learning is key to fostering character, citizenship and, ultimately, human flourishing. However, the focus is usually on mitigating individual, short-term negative outcomes. Existing frameworks are often borrowed from rich, Western nations and have an emphasis on community deficits, or are so structured such that they do not easily lend to the adaptation needed for different contexts. It is important to first establish collaborative transnational networks to discover the important grass-roots concepts necessary to build a strengths-based model for citizenship in low and middle-income contexts (LMIC). Part of this can be accomplished through multi-national longitudinal research studies to understand the development of civic virtues across contexts and how these work to foster long-term community flourishing. Then, develop toolboxes that can be easily adapted and disseminated to various community contexts, while enhancing research and development capacity in LMIC settings. Finally, launch the framework broadly, offering innovative resources based on this strengths based model for global citizenship.

Opportunity

Current research shows that socio-emotional learning (SEL) interventions can foster social responsibility which can go on to impact individual behaviors short-term. However, it is yet to be determined if carefully developed SEL interventions also have a long-term impact of developing virtues that help people take responsibility for the flourishing of their communities. Much research on these areas is embedded in highly resourced and stable contexts or assumes a deficits-model, focusing on aggression, victimization, or rule-violating behaviors. More work must be done from a strengths-based perspective in LMIC, particularly focused on developing virtues that will enhance citizenship development and community flourishing.

Roadblocks

Existing theoretical models and measures on character development and citizenship are not appropriate for diverse contexts. Often times, these constructs tend to interpret LMIC cultures from a deficits-perspective. Constructs must be defined from the ground-up, focusing on what communities are good at, instead of focusing on how they differ from any 'normative' context. Many interventions in LMICs do not share theoretical frameworks or research methodology, making it hard to understand what are core principles for human flourishing and what is adaptable across contexts. Research must determine how to create interventions that can be adapted and scaled with fidelity yet flexibility.

Breakthroughs Needed

Existing research has established the importance of school socio-emotional interventions for individual behavior and classroom climate, but little is known about its potential to foster positive citizenship development. If researchers can take the time to develop measurements for virtues in LMICs that share cultural similarities, they could create interventions that share resources. Strong transnational longitudinal interventions that use a common theoretical framework and research design would advance the understanding of civic development. This work would shed light on how socio-emotional interventions can be harnessed to strengthen the fabric of the community long-term.
Throughout LMICs there are several initiatives to promote citizenship, although usually not properly evaluated and systematized. Identifying underlying perspectives, community values that ground these initiatives, and their references to existing frameworks constitute a relevant step to further develop a toolbox meaningful and flexible for these contexts. This can be achieved through already well-established partnerships between academic institutions, practitioners, funding institutions and policymakers in local and federal government positions.

Key Indicators of Success

3 years:
• A series of workshops is launched;
• A blueprint for a global citizenship framework is developed;
• Well validated, age-appropriate, and culturally appropriate measures based on the framework are available.
5 years:
• Launch a multi-site longitudinal study;
• A catalogue of programs and interventions implemented in LMIC linked to character education is organized;
• Toolbox of global citizenship resources is available.
10 years:
• The framework is internationally acknowledged and used as a reference for global citizenship education, impacting policy and practice.

Additional Information

This idea response was prepared by a group of researchers spanning four countries (Brazil, Chile, Colombia and the United States): Dr. Christian Berger, Professor (Pontifical Catholic University of Chile, Chile); Dr. Jonathan B. Santo, Professor (University of Nebraska at Omaha, USA); Dr. Kendra J. Thomas, Assistant Professor (University of Indianapolis, USA); Dr. Lina Saldarriaga Mesa, Deputy Director of the Program "Aulas en Paz" (Universidad de los Andes, Colombia).