Global citizenship is the idea that one's identity transcends geography or political borders and that responsibilities or rights are derived from membership in a broader class: "humanity". This does not mean that such a person denounces or waives their nationality or other, more local identities, but that such identities are given "second place" to their membership in a global community. Extended, the idea leads to questions about the state of global society in the age of globalization. In general usage, the term may have much the same meaning as "world citizen" or cosmopolitan, but it also has additional, specialized meanings in differing contexts. Various organizations, such as the World Service Authority, have advocated global citizenship. Usage Education In education, the term is most often used to describe a worldview or a set of values toward which education is oriented (see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations). The term "global society" is sometimes used to indicate a global studies set of learning objectives for students to prepare them for global citizenship (see, for example, the Global Studies Center at the University of Pittsburgh). Global citizenship education Within the educational system, the concept of global citizenship education (GCED) is beginning to supersede or overarch movements such as multicultural education, peace education, human rights education, Education for Sustainable Development, and international education. Additionally, GCED rapidly incorporates references to the aforementioned movements. The concept of global citizenship has been linked with awards offered for helping humanity. Teachers are being given the responsibility of being social change agents. Audrey Osler, director of the Centre for Citizenship and Human Rights Education, the University of Leeds, affirms that "Education for living together in an interdependent world is not an optional extra, but an essential foundation". With GCED gaining attention, scholars are investigating the field and developing perspectives. The following are a few of the more common perspectives: Critical and transformative perspective. Citizenship is defined by being a member with rights and responsibilities. Therefore, GCED must encourage active involvement. GCED can be taught from a critical and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCED requires students to be politically critical and personally transformative. Teachers provide social issues in a neutral and grade-appropriate way for students to understand, grapple with, and do something about. Worldmindedness. Graham Pike and David Selby view