The Realities of Life: education for global citizenship

Alisa Cleary- Education Consultant

ANZNet Formation to Mission ConferenceEducating Minds, Opening Hearts, Transforming Lives

Friday 7 - Saturday 8 March 2014, Stuartholme School

We ourselves who have to do with children must first appreciate the realities of life before we can communicate this understanding to others or give the right spirit to those we teach. 

(Janet Erskine Stuart, 1912/2000:81)

Young Girl Doing Needle Work, Hermann Kopf, 1870-1928.

...we cannot fully understand life today in our own communities unless we set this in the wider global context.What happens elsewhere in the world constantly impacts on our daily lives whether this is international finance, food, fashion, crime, the weather or popular music.

(Hicks and Holden, 2007:4)

One of the tasks of the progressive educator, according to Paulo Freire, is to unveil opportunities for hope, no matter what the obstacles might be (1994:9).

The concept of multidimensional citizenship highlighted in The Citizenship Education Policy Study (Cogan and Derricott, 2000).

This four-year study sought the opinions of 182 policy experts across nine nations from a range of fields including politics, industry, science, health and education to determine their perspective on:

(a) emerging global trends likely to impact people’s lives up to the year 2020;

(b) the citizenship characteristics required to cope with and/or manage the impact of these trends; and

(c) the implications of this for educational policy particularly in regard to citizenship education.

Global Citizenship Skills for the 21st Century

1. The ability to examine and tackle problems as members of a global society.

2. The ability to work with others in a cooperative way taking responsibility for your role in society.

3. The ability to understand and accept cultural differences.

4. The ability to think in a critical and systematic way.5. Being willing to resolve conflict in a non-violent way.6. Being willing to change your lifestyle and habits to

benefit the environment.7. The ability to appreciate and defend human rights.8. Being willing and able to participate in politics at

local, national and global levels.

(Cogan and Derricott, 2000)

Global Citizenship Skills for the 21st Century

So what does global education look like?

(Retrieved from Hicks and Holden, 2007:29)

For Edmund O’Sullivan, global education provides the necessary, radical change in perspective within educational institutions to deal with the magnitude of the problems that we are currently facing at a planetary level (1991:65).

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feeling, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. (O’Sullivan, 2002:11).

Global Perspectives: a framework for global education.

The Framework

The framework for global education outlines the values, knowledge, skills, and opportunities for action within five interconnected learning emphases and their encompassing spatial and temporal dimensions.

(Quittner and Sturak, 2008:5)

Goal 4: A Social Awareness that Impels to Action

To some, making a commitment to social justice means that we must add a whole new program to an already to an already overcrowded curriculum.

We need not choose between academic achievement and a positive school climate as though these were incompatible or antagonistic goals.

In reality, however, there are teachable moments for social justice everywhere, and a teacher who is primed and committed to noticing and responding to such moments can infuse values about belonging, right treatment, and justice throughout the day (Sapon- Shevin, 2010:4).

The Melbourne Declaration on Educational Goals for young

Australians

Global integration and international mobility have increased rapidly in the last decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship.

(2008:Preamble)

Goal 2: All young Australians become successful learners, confident and creative individuals,

active and informed citizens

(2008: 8-9)

The Australian CurriculumP-10

• English, Mathematics Science, History

• Geography, Languages, The Arts

• Health and Physical Education, Design and Technology, Economics/Business/Civics and Citizenship

Cross-Curriculum Priorities

– Aboriginal and Torres Strait Islander Histories and Cultures

– Asia and Australia’s Engagement with Asia

– Sustainability

General Capabilities

How is global education best taught in the classroom?

What type of pedagogy should be used?

Any understanding of the contemporary world needs to be based in:• participatory and experiential ways of teaching and

learning,• involve the head and heart (cognitive and affective)

and• the personal and political (values clarification and

political literacy). It needs to draw on the learner’s direct or simulated experience and it requires the development of; interpersonal, discussion and critical thinking skills, as well as skills of participation and action. (Hicks and Holden, 2007:27)

Teaching and Learning Processes

(Quittner and Sturak, 2008:22-23)

 The realities of life… they are best learned in the actual doing from those who know how to do them… the human voice and hand go much further in making knowledge acceptable than the textbook with diagrams.

(Janet Erskine Stuart, 1912/2000:81)

(Retrieved from: http://www.stuartholme.com)

What resources are available to help me develop the global citizen

in my classroom???

International Women’s Day8 March 2014

“Equality for women is progress for all”.

http://www.gapminder.org/videos/the-river-of-myths/

Empowering Women and Girls

• Women work around two–thirds of the world’s working hours, produce half the world’s food, earn 10 per cent of the world’s income and own less than 1 per cent of the world’s property

• Saudi Arabian women are not allowed to drive• Married women in Iraq, Yemen, Saudi Arabia and

Libya require their husband’s written permission to travel

• More than two-thirds of the world’s illiterate adults are women

• 65 per cent of women in PNG are victims of domestic abuse (some regions 100 per cent)

• World Bank estimates that two-fifths of girls are never delivered due to infanticide.

(Geographies of Human WellBeing, 2013:7-8)

http://www.youtube.com/watch?v=1e8xgF0JtVg

Global Learning in Poetry(World Poetry Day: 21st March)

• What is the poem about?

• What type of character is in the poem?

• Where might the poem be set?

• What global themes might be included in the poem?

https://www.youtube.com/watch?v=PYZP4aXVtuk&feature=player_embedded

Natalie Stewart (“the Floacist”) was formerly one half of ‘Floetry’. With Marsha Ambrosius (“the Songstress”) Stewart recorded two studio albums, one live album, and sold over 800,000 records worldwide. (Source: The Poetry Station)

Stewart attended Brit School for Performing Arts and Technology and Middlesex University London and later transferred to North London University. (Source: Wikipedia)

http://www.globaleducation.edu.au/teaching-activity/true-real-compelling-the-power-of-a-story.html

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References

Cogan, John and Ray Derricott. 2000. Citizenship for the 21st Century: An International Perspective on Education, London: Kegan Paul.

Erskine Stuart, Janet. 1912/2000. The Education of Catholics Girls, Australia: Merino Litho.

Freire, Paulo. 1994. Pedagogy of Hope: Reliving Pedagogy of the Oppressed, M. B. Ramos (trans.). New York: Continuum.

Hicks, David and Catherine Holden, eds. 2007. Teaching the Global Dimension- Key Principles and Effective Practice. London and New York: Routledge.

Melbourne Declaration on Educational Goals for Young Australians (2008). Accessed 28 February 2014. Available at: http://www.mceecdya.edu.au/verve/_resources national_declaration_on_the_educational_goals_for_young_australians.pdf

O’Sullivan, Edmund. 1999. Transformative learning: educational vision for the 21st century. London, New York: Zed Books.  O’Sullivan, Edmund, Amish Morell and Mary O’Connor, eds. 2002. Expanding the Boundaries of Transformative Learning, 2nd ed. New York: Palgrave.

Quittner, Kaye and Katharine Sturak. 2008. Global perspectives: a framework for global education in Australian schools. Melbourne: Curriculum Corporation.

Sapon- Shevin, Mara. 2010. Because we can change the world. A practical guide to building cooperative, inclusive classroom communities. Thousand Oaks California: Corwin.

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Alisa

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