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![Page 1: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/1.jpg)
What should teachers’ priorities be in Global Learning?
GA Conference DebateManchester, April 2015
Richard King, OxfamDr Alex Standish, UCL Institute of Education
Dr Fran Martin, University of Exeter
![Page 2: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/2.jpg)
What should teachers’ priorities be in global learning?
Richard King, Oxfam
![Page 3: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/3.jpg)
Richard P KingNational Education Strategy AdvisorOxfam Education
Debate position:
Teachers’ priorities in global learning should be to develop pupils as global citizens through learning about global issues, considering them critically and taking appropriate actions using real life curriculum opportunities
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Elaboration- Knowledge, understanding, values, attitudes, skills (KUVAS)- Critical thinking processes- Power and politics- Participatory processes (Hart’s ladder)- Young peoples’ agency - Topical and diverse sources (e.g. NGOs)- Curriculum led planning
Rationale- Engaging and inspiring- Civic engagement- Sustainability - Pedagogical development- Purpose of education
![Page 5: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/5.jpg)
What should teachers’ priorities be in global learning?
Dr Alex Standish, IOE
![Page 6: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/6.jpg)
Johann Wolfgang von Goethe (1827)“Poetry is the universal possession of mankind, revealing itself everywhere and at all times in hundreds and hundreds of men. . . . I therefore like to look about me in foreign nations, and advise everyone to do the same. National literature is now a rather unmeaning term; the epoch of world literature is at hand, and everyone must strive to hasten its approach.” see Damrosch (2003) What is World Literature? Princeton Univ. Press.
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The priority is to teach geography rather than global learning for three reasons:
• Provides teachers/pupils/parents with clarity about the purpose of education
• Pupils will be engaged in education about the world rather than other activities (activism/behaviour outcomes)
• Young people will learn more about the world and be better prepared to act once they assume the political responsibility that comes with citizenship.
![Page 8: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/8.jpg)
What should teachers’ priorities be in global learning?
Dr Fran Martin, Exeter
![Page 9: What should teachers’ priorities be in Global Learning? GA Conference Debate Manchester, April 2015 Richard King, Oxfam Dr Alex Standish, UCL Institute.](https://reader036.fdocuments.in/reader036/viewer/2022070323/56649d9d5503460f94a86a81/html5/thumbnails/9.jpg)
Teachers’ priorities in global learning could include a focus on intercultural processes
Space ofInter-cultural Interaction
Third Space
9
… ways of being, knowing and valuing in the world… implies that there cannot be one way of what it means to be human
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Power and KnowledgeDevelopment knowledge Poverty knowledge
• (Image of man and two boys – probably in Sub-Saharan Africa)
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S/CS/C H/CH/C Teacher/learner
Teacher/learner
Inter-cultural, Third Space
A space of mutual, reciprocal, equitable
relation
Inter-cultural, Third Space
A space of mutual, reciprocal, equitable
relation
Adults and pupils can be teachers and
learners. They interact through dialogue that
has meaning and purpose. Knowledge is
co-constructed.
Education happens in formal and informal
settings, in schools and communities/families.
Knowledge is co-constructed through
dialogue.
H/C H/C S/CS/CLearner/ teacher
Learner/ teacher
H/C = Home & Community funds of knowledge / ethno-knowledges
S/C = School and Curriculum knowledge
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Developing knowledge – from different geographical perspectives
?
? ?
1
3
2
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Follow up• Primary Geography and Teaching Geography
Global Learning Focus (Summer 2015)• Schools can access the free training,
guidance, resources and local support provided by the GLP-E by registering at www.glp-e.org.uk, or find out about GLP-W at http://globaldimension.org.uk/glpwales
• Follow-up reading below• Further resources on the GA website
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Reading