Sustaining Qatari heritage as intercultural competencies: towards a global citizenship education

ABSTRACTThis study explores critical challenges for global citizenship education (GCE) in Qatar. This study contributes to Global Citizenship Education (GCE) studies in the Gulf Cooperation Council (GCC) region. It reimagines cultural practices as pedagogical strategies to reorient students into global awareness and intercultural views, as stated in the Sustainable Development Goals (SDGs). In effect, the study draws attention to the pivotal role of education in nurturing a global ethical outlook by achieving a balance between local culture and global citizenship. The aim is to infuse the educational system with myriad social and family ethics in a way that vehemently transcends local specificities. It examines intercultural ethics within the Islamic and Qatari settings. How can intercultural practices born from the Qatari Islamic culture develop global citizenry? The study identifies two Qatari shared values that advocate for an intercultural understanding of global citizenship. More specifically, it examines specific intercultural practices, such as Al-Nafla and Al-Majlis, beyond the local level to endorse ethical responsibility toward global citizenship.KEYWORDS: Citizenship educationQatari heritageMajlisNaflaglobal identityintercultural Islamic ethics AcknowledgementsOpen Access funding provided by the Qatar National Library .Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Al-Nafla is a traditional custom of giving, sharing, and helping families in need before the month of Ramadan.2 Majlis is a place where men gather in a house. It represents a household’s participation in social, political, and cultural affairs at the personal and public levels.3 The implication is that citizens can implement what are viewed as democratic practices even if the government is not considered democratic.4 See DAL: Share and Promote Charity (https://www.qcharity.org/en/qa/dal/about)