Global Literacies in a Global Citizenship Class
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GLOBAL LITERACIES IN A GLOBAL CITIZENSHIP CLASS Carol Begg, Kanda University of International Studies Sunday, 27 October 13
description
Multiple Literacies has become a buzzword in language education recently, offering structure and purpose to the sometimes vague aspirations of communicative based courses. Global education shares many of the core values and aims as multiple literacies approaches, with the added dynamic of promoting student inquiry and peace through cultural understanding. In this 3rd year elective course, Global Citizenship, students explore six global issues: Trade; Aid; Peacekeeping; Arms; Terrorism and Human Rights and Responsibilities, and the interconnectedness of these. Each unit encourages inquiry and highlights the part that cultures play in the causes and solutions to these issues. This paper will outline the course design to illustrate how students come to understand the cultural dynamic at play in global issues; how these are both barriers and tools to solving global problems; and most importantly how all cultures and cultural perspectives are valuable aspects of the human condition.
Transcript of Global Literacies in a Global Citizenship Class
GLOBAL LITERACIES IN A GLOBAL CITIZENSHIP CLASS
Carol Begg, Kanda University of International Studies
Sunday, 27 October 13
- outline
- flipping
- "hand"
Multimodality
Global Education
Course
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Sunday, 27 October 13
Experiencing …the known – learners reflect on their own familiar experiences, interests and perspectives....the new – learners observe or take part in something that is unfamiliar; they are immersed in new situations or contents.
Conceptualizing …by naming – learners group things into categories, apply classifying terms, and define these terms.
...with theory – learners make generalisations using concepts, and connect terms in concept maps or theories.
Analyzing ...functionally – learners analyse logical connections, cause and effect, structure and function....critically – learners evaluate their own and other people’s perspectives, interests and motives.
Applying …appropriately – learners apply new learning to real world situations and test their validity....creatively – learners make an intervention in the world which is innovative and creative, or transfer their learning to a different context.
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Climate Enquiry Principles Action
VoiceAttention
Acknowledgement
Direct experienceStudy
"Encourage Curiosity"
InformedPersonal Ideology
Personal reflection & choice
"Resist on a local level"
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COURSE AIMS
Encourage curiosity - help learners explore ALL aspects of the issue
Encourage Global Citizenship - resistance at the local level, reflect on personal choices and actions
Improve critical thinking, presentation, research, analytical skills
Expose learners to a variety of texts, perspectives
Give learners tools to process complex issues
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Multimodality
OralWritten Visual
AuralGesturalTactile Spatial
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– To listen
聴Sunday, 27 October 13
–Adler 1976:36
“Multicultural man is a person who is intellectually and emotionally committed to the fundamental unity of all human
beings while at the same time he recognizes, legitimizes, accepts and appreciates the fundamental differences that lie between
people from different cultures… [M]ulticultural man is recognized by the configuration of his outlooks and world views, by the way he remains open to the outlooks and world views, by
the way he remains open to the imminence of experience. ”
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Climate / Experiencing
Enquiry / Conceptualising
Principles / Analysing
Action / Applying
Trade Trade gameResearch the life
cycle of a product
What is the "cost" of each
item? DCR
Changing buying habits;
gave a seminar
Peace-keeping Questionnaire Video clips
UN Principles: 'successful' & 'unsuccessful'Class Debate
Began a blog; family
discussions
PovertyWord, image association
Lecture - info graphics - cartoons -
flipped input
TED Talks, Kiva loans
...? Written reflections & presentations
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EISOGLOBALCITIZENSHIP.WEEBLY.COM
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