Letter: Keep ‘global citizen’ in profile
Letter: Keep 'global citizen' in profile The Sentinel
sdgtalks
Keep ‘global citizen’ in profile
In their meeting on Monday evening, Aug. 5, members of the Big Spring School Board presented a draft Proposal (agenda item 11f) for public comment. The proposal seeks to abandon the existing “Profile of a Graduate — Global/Empathetic Citizen” and its supporting descriptors, and replace it with the new “Profile of a Graduate — Responsible American Citizen” and its corresponding descriptors. The proposal also calls for removing all public displays and information about the existing profile in every school in the district, and replacing those with information about the new profile. The board provided no rationale for the proposed changes.
Front and center in the conversation are two alternative definitions of the word “citizen.” The first is “an inhabitant or resident of a geographic area.” The second is “a person who satisfies formal criteria for membership in a jurisdiction and has legal rights.” Although both definitions are incorporated in the existing profile, the second definition is central to the proposed profile.
Students should appreciate and be proud of their opportunity to be an informed U.S. citizen. They should also understand they are a global citizen. If our schools intentionally narrow students’ understanding of citizenship, they would be building a house without a roof: the project would remain unfinished; the residents would remain exposed to the elements of an increasingly interdependent world.
In contrast, if our schools encourage students to acquire a sense of being a global citizen, their loyalty to the United States will not be weakened. Instead, in the coming decades, their ability to play a proactive role in promoting the well-being of humanity in the emerging global system will be enhanced.
Michael Fratantuono
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 16: Peace, Justice, and Strong Institutions
- SDG 17: Partnerships for the Goals
The article discusses the proposed changes to the “Profile of a Graduate” in a school district. These changes involve shifting the focus from being a “global/empathetic citizen” to being a “responsible American citizen.” This relates to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The article highlights the importance of students understanding their role as global citizens and the need for a broader understanding of citizenship in an interdependent world.
Additionally, the article touches on the concept of citizenship and the different definitions associated with it. This connects to SDG 16, which focuses on promoting peaceful and inclusive societies for sustainable development, providing access to justice for all, and building effective, accountable, and inclusive institutions at all levels.
Furthermore, the article emphasizes the importance of promoting a sense of being a global citizen and the role it plays in enhancing the well-being of humanity in the emerging global system. This aligns with SDG 17, which aims to strengthen the means of implementation and revitalize the global partnership for sustainable development.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
- SDG 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.
- SDG 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.
Based on the article’s content, the specific targets that can be identified are related to the promotion of sustainable development knowledge and skills (SDG 4.7), inclusive decision-making (SDG 16.7), and strengthening global partnerships (SDG 17.16).
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets. However, the article does not provide specific quantitative indicators. To measure progress towards SDG 4.7, indicators such as the integration of sustainable development concepts into the curriculum and the inclusion of education for sustainable development programs can be used. For SDG 16.7, indicators can include the level of citizen participation in decision-making processes and the representation of diverse voices in decision-making bodies. SDG 17.16 can be measured through indicators such as the number of partnerships formed, the amount of knowledge and expertise shared, and the mobilization of financial resources for sustainable development initiatives.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles. | – Integration of sustainable development concepts into the curriculum – Inclusion of education for sustainable development programs |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels. | – Level of citizen participation in decision-making processes – Representation of diverse voices in decision-making bodies |
| SDG 17: Partnerships for the Goals | Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources. | – Number of partnerships formed – Amount of knowledge and expertise shared – Mobilization of financial resources for sustainable development initiatives |
Source: cumberlink.com
