Syrian Conflict: A Contextual Lens for Building Critical Global Citizenship Literacy Among Generation Z
s2dikdas.fip.unesa.ac.id SURABAYA – The Syrian conflict, which has raged for over a decade, has deeply impacted millions of children and families, stripping them of basic needs like safety, food, and education. While the situation may seem distant to Indonesian students, understanding the plight of Syrian children can serve as a powerful educational tool for building critical global citizenship literacy among Generation Z. In an era where instant gratification often takes precedence over deeper reflection, it is essential to introduce students to global issues that encourage empathy, gratitude, and responsibility. By examining the Syrian conflict in a classroom context, educators can use this real-world example to deepen students' awareness of their rights and responsibilities as global citizens.
Understanding the Syrian
Conflict: A Starting Point for Global Awareness
The Syrian civil war began in
2011, and since then, it has displaced millions of people, with children
bearing the brunt of its consequences. The impact on these children goes beyond
the immediate loss of homes and access to education—they also face long-term
trauma, including the loss of family members and the constant threat of
violence. The Syrian conflict highlights stark realities about the
vulnerability of children in war zones, making it a relevant and critical
subject for discussion in the classroom.
For Indonesian students, many of
whom may not fully grasp the complexity of international conflicts, learning
about the Syrian situation provides a necessary context to explore broader
concepts of global citizenship and solidarity. This approach is not only vital
for instilling empathy but also for fostering a critical understanding of how
various global issues are interconnected.
Building Critical Global
Citizenship Through Education
Global citizenship is more than
just an abstract concept; it is the recognition that we are all interconnected
and that the actions and inactions of one country can affect the well-being of
others. In the context of education, global citizenship literacy encourages
students to engage critically with global issues, understand their roles in
these issues, and develop the skills needed to contribute positively to a
global community.
The concept of global citizenship
is explicitly addressed in Indonesia’s national curriculum, particularly within
the framework of Multiliteracy education, which encourages students to
be critical thinkers, responsible citizens, and engaged members of a diverse
world. The Syrian conflict provides a real and relevant backdrop for
discussions about human rights, international solidarity, and the shared
responsibility to protect vulnerable populations.
Why Generation Z Needs This
Education
Generation Z—those born roughly
between 1997 and 2012—has grown up in a digital age characterized by rapid
technological advancements and easy access to information. While this
generation is well-connected and tech-savvy, it is often criticized for its short
attention spans and preference for instant gratification, potentially
diminishing their engagement with more complex or difficult global issues.
To counteract this, educators can
harness the power of real-world contexts, like the Syrian conflict, to build a
foundation for critical literacy. By using engaging multimedia tools such as
videos, news articles, and first-hand accounts, teachers can create an
immersive learning experience that helps students process complex global issues
and relate them to their own lives.
Strategies for Teaching Global
Citizenship Through the Syrian Conflict
- Storytelling and Empathy Building
One of the most effective ways to introduce children to the realities of the Syrian conflict is through storytelling. Educators can share stories of Syrian children who have been displaced by the war, highlighting their struggles, resilience, and hope for a better future. These stories can be presented through various media, such as books, films, or digital content. The goal is to humanize the conflict and create an emotional connection between students and the children they learn about.
After hearing these stories,
students can be encouraged to reflect on how they would feel in similar
situations and how they can contribute to helping those affected by conflict.
Questions such as, “What can we do to help children who are suffering?” or “How
would you feel if you lost your family and home?” encourage critical reflection
and empathy.
- Discussion and Critical Thinking
Once students are introduced to the Syrian conflict, educators can facilitate classroom discussions that explore the broader themes of the conflict. Topics like the effects of war on children, the role of international organizations in humanitarian aid, and the importance of peace and diplomacy can be examined.
Teachers can ask students to
think critically about their own role in global issues, posing questions like,
“What can we do in our own community to make a difference?” or “How can we help
spread awareness of issues like the Syrian conflict?” These questions not only
build critical thinking skills but also encourage students to see themselves as
active participants in the world around them.
- Creating Real-World Connections
To make the Syrian conflict more relatable, teachers can draw comparisons between the challenges faced by Syrian children and those in their own communities. For instance, students can reflect on the privileges they have, such as access to education, food, and safe living conditions, and how they can use these privileges to help others.
Teachers can also introduce
students to the concept of humanitarian aid and encourage them to think of
practical ways to contribute, whether it’s through fundraising, writing letters
of support, or raising awareness about the plight of refugees. These actions
allow students to translate their empathy into tangible support.
- Role-Playing and Simulation Activities
Role-playing is a powerful educational tool that allows students to experience the perspectives of others. By participating in simulations where students take on roles as refugees, aid workers, or international diplomats, they can gain a deeper understanding of the challenges faced by those living in conflict zones.
Teachers can guide students
through a scenario where they are part of a refugee camp, distributing food and
supplies, or negotiating peace agreements. These activities can help students
understand the complexity of global issues and the importance of cooperation
and empathy in solving them.
Connecting Global Citizenship
to the Indonesian Constitution
Teaching about the Syrian
conflict also provides an opportunity to connect global citizenship with
Indonesia’s founding values, as outlined in the Preamble to the Constitution
of the Republic of Indonesia (UUD 1945). The preamble emphasizes justice,
human dignity, and solidarity, principles that resonate with the global fight
for human rights and peace.
By examining how these values
relate to international issues like the Syrian conflict, students can gain a
clearer understanding of their responsibilities as citizens, not only of
Indonesia but of the world. They can learn that global citizenship requires
recognizing the shared struggles and triumphs of all people, regardless of
nationality or location.
The Syrian conflict, though
distant geographically, serves as a powerful tool for building critical global
citizenship literacy among Generation Z students. By connecting the struggles
of Syrian children to larger themes of empathy, justice, and human rights,
educators can help students develop a deeper understanding of their place in a
global community.
Through storytelling, critical
discussions, and real-world applications, students can learn to appreciate
their privileges, engage with global issues, and contribute to positive change.
In doing so, they not only become better-informed citizens of Indonesia but
also compassionate and responsible citizens of the world.
Author: Annas Solihin, S.Pd.
Photo Documentation: istock
