This paper assesses teachers’ and students’ self-perception as global citizens
in the context of Alfred North Whitehead Process Philosophy. The aim of the paper
is to identify the potential for global citizenship within pedagogy and learning.
One hundred students and 50 teachers from Peaceland College of Education, Enugu,
in Nigeria, were selected systematically and examined on their belief that an action in situ could pose global consequences
or benefits. Respondents were also assessed on other dimensions of globalization.
Results showed that although more teachers believed themselves to be global citizens,
there was little tendency to stimulate students in this regard. Students conversely
exhibited their potential for global citizenship by listening more to foreign media
than their teachers. For students, however, knowledge of current affairs and interaction
with foreigners were significant determinants of self-perception as global citizens;
for teachers, it was the motivation to teach and the level of education. The study concludes
that adopting process philosophy in schools has much promise for skills, values,
attitudes and dispositions needed to live in a global society.
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