Wielding Social Media in the Cyber-Arena: Globalism, Nationalism, and Civic Education

Abstract

Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use could provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response — to prepare the young for productive engagement with the emerging global community. Technology could play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the post-war world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy.
 Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder.
 how technology is employed to undermine global citizenship education, as well as the democracies of the West. This they can witness in the gladiatorial combat between globalization and nationalist populism —between democracy and authoritarianism — in the cyber-arena.
 This article explores how technology is a double-edged sword – a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.

(Re)Locating Humanness in Information and Communication Technology through Global [Digital] Citizenship Education

“…In a sense, I argue that the ‗digital self' could be seen as a ‗prostheses'of the physical self, which then puts the human person at the center of all transactions, whether it is physical or digital. Moreover, the emphasis of moving beyond national borders is still important, hence I agree with ‗digital citizenship' and its relevance to ‗global citizenship' (White, 2020), where one could be present in multiple locations at different or the same time.…”

“…A ‗global citizen' is also a ‗digital citizen', this is so because of the role of ICTs in GCED. According to Charles White (2020) (Swarts, 2020). Regular accessibilities to large amount of data (Neef, 2015) as delivered by ICTs has drastically changed the landscape on how education and by extension, GCED, must open new spaces for conversations.…”

Predicting High School Students’ Global Civic Engagement: A Multiple Regression Analysis

“…1 Turan University, Almaty, Kazakhstan 2 Independent Scholar, Turkey the feel of belonging to the community, increasing social networks, building social capital, and employment opportunities (Evans & Kilinc, 2013;Flanagan & Levine, 2010;Kilinc, 2015;White, 2020).…”

Projecting the Nature of Education for the Future: Implications for Current Practice

“…The recently qualified educators may not end up in the classroom, and so should be equipped for a broader context than the classroom, including effective citizenship (Rapoport, 2020;Swarts, 2020). Even the changing demographic profile of learners requires the institution of proactive education processes to meet global demands (Estellés et al, 2021;White, 2020).…”