addressing global issues from all angles

1

I want a different world. One where I don’t wake up thinking I’m so lucky to be able to feed my daughter, and able to give people a clean drink of water. I don’t want images of starving babies at the breast in my mind. I want that to change. And if I want that, I had better do something about it.

Emma Thompson, actor

2

Addressing global issues from all angles

Boyd RobertsECIS November 2007

3

ACT

“SHARE”

CAREabout

AWARELevel of

awareness

Global citizenship

4

SchoolDepartment

Authority or curriculum body e.g. national authority, IB, CIE

Teacher

5

Dimensions in educational programmes

International Global

focuses on:characteristics of different countries, cultures, languages

differences, but recognises common characteristics and features

parts of the world, and how they differ and inter-relate

focuses onissues that relate to all countries and people, across national and regional boundaries

how global issues affect all of us –but recognises differences in impact between countries

whole planet – environment and people

6

Dimensions in educational programmes

International Global

e.g. studies of education systems in different countries; religious, economic, differences between different countries; trading relationships between individual countries.

e.g. climate change, use of finite natural resources, global trading, multinational companies with global reach.

Globally competent able to function (live, study, work) in a wide

variety of international contexts

speak several languages

aware of different cultural norms

able to relate to different cultures

has qualifications with wide international recognition

Global competence

is a neutral, descriptive term

is concerned with skills and knowledge, but does not presuppose particular attitudes and values

does not imply ethical behaviour

can only be demonstrated in different contexts – in different countries and cultures

Global responsibilityor responsible global citizenship

is concerned with global issues, wherever one is located

is concerned with living one’s life with awareness of how it affects the lives of the environment and others, on a global scale

is essentially an ethical position (though it depends upon being informed)

can be demonstrated wherever one lives in our global world

10

Addressing global issues from all angles

Governance

Mission statement

Ethos

Management

Policies

Procedures Operations School physical environment

Events, activities and occasions Teaching and learning

Professional development Connections Specific initiatives and

programmes

Implementation and monitoring

Developing the global dimension: GOVERNANCE Informed

Principled

Operates with integrity

Open

Should set the tone for the whole school

Developing the global dimension: MISSION

Specific reference to global issues / global citizenship or equivalent

Developing the global dimension: ETHOS Exudes commitment to the attitudes and values

of responsible global citizenship.

Affirms rights of individuals as well as their responsibilities to others.

Welcomes and celebrates diversity of all types - is inclusive.

Welcoming, safe and nurturing environment which affirms the self-esteem of all associated with it.

Developing the global dimension: ETHOS

Student participatione.g. Functioning, effective Student

Council Involvement in decision-making Participation in selection of teachers Welcoming visitors Management of certain school

operations, e.g. snack shop

15

A school or classroom council can enable students to develop their skills in

• presenting reasoned arguments

• listening and responding calmly to points of view that are critical of their own

• contributing towards problem-solving on issues of mutual concern

16

• working effectively with others to create social harmony

• learning peer mediation skills

• where necessary, having the courage and confidence to express a point of view that is not necessarily supported by others.

School Councils UKwww.schoolcouncils.org

Developing the global dimension: MANAGEMENT

Consultative

Participatory

Open

Responsibility post for Global Issues or similar?

Developing the global dimension: POLICIES

e.g. Environmental policy (reduce, re-use,

recycle)

Oxfam suggests policies on Equal Opportunities and Behaviour Management.

Ethical sourcing policy relating to the

ethical operations of suppliers of goods and services

Curriculum policy

Developing the global dimension: PROCEDURES Procedures to ensure implementation of

policies

e.g. Student grievance procedures Transport/car and cycle parking

arrangements Ordering procedures Budget heading specifically for Global

Issues-related expenditure

Developing the global dimension: OPERATIONSMake sure things work in practice – that

written policies and procedures are effectively implemented

e.g. temperature control of classrooms cycle racks actually provided Check that waste IS being sorted for

recycling effective monitoring of compliance

Developing the global dimension: ENVIRONMENT

School environment in general

Building itselfBuilding operations e.g. heating,

lighting, wasteGarden and grounds

Developing the global dimension: ENVIRONMENTGarden and

grounds

Involve students in growing flowers, fruit and vegetables

Learning through landscapeswww.ltl.org.uk

Developing the global dimension: ENVIRONMENT

Garden and grounds

Keep chickens for eggs

Developing the global dimension: ENVIRONMENTGarden and grounds

Provide habitats for indigenous species

Avoid using pesticides and weedkillers

Avoid use of peat Source plants from nursery-raised stock

Use wildlife gardening principles

Developing the global dimension: EVENTS, ACTIVITIES AND OCCASIONS

Global Citizenship Week, taking a particular theme each day.

Global Issues conferences or projects Assemblies

Other activities which relate to global issues include Model United Nations Global Issues Network Amnesty International activities Environmental action and conservation groups Community service activities

26

Food

Fashion

Festivals

International approach

Different types of food from different

countries and cultures

Special events for different

countries or religions

e.g. National days, Christmas,

Eid Al-Fitr, Hanukah, Diwali

Developing the global dimension: TEACHING & LEARNING What we teach

the written curriculum – content - and our own modifications or interpretations of it

How we teachour teaching methodology

Where we teach the classroom or other learning environment

How we recognise change and development

recording and assessment

Developing the global dimension: What we teach

Add a component specifically dealing with these issues

Modify or substitute one existing element of the curriculum to concentrate on this area

Permeate or infuse one or more existing subjects, or the entire written curriculum

Introduce a new curriculum which address global issues and the development of global citizenship more effectively

29

Core elements of the global dimension Hicks (2007) , adapted from Pike and Selby (2000)

Process

Temporal

Issues

Spatial

Developing the global dimension: What we teach Add a component

e.g. special course in Global or World Studies

Gives specific attention to global issues Can have dedicated teacher

But

Where does the time come from? Or what goes?

May have limited impact if number of staff involved is low

Can be perceived as peripheral

Developing the global dimension: What we teach Modify or substitute

Offer course(s) or element(s)in place of others

e.g. IGCSE Global Issues and Citizenship

(currently under development)

IGCSE Development Studies

IB World Studies extended essay (pilot)

IB Ecosystems and societies

Amend existing Personal/Social/Health Education programme

Developing the global dimension: What we teach Modify or substitute

IB World Studies extended essay (pilot)

Inter-disciplinary essay on an issue of global concern

e.g. Do Multinational companies exploit labour? A study of wage-structures within the car industry in Mexico and Thailand . ECONOMICS, BUSINESS & ORGANIZATION, POLITICS, GEOGRAPHY.

Declining female to male demographic ratios, their causes and consequences: the ‘missing women’ of China and North India POLITICS, BIOLOGY, GEOGRAPHY, ECONOMICS.

Developing the global dimension: What we teach Introduce a new curriculum

Two curricula have specific references to

international dimensions:

International Primary Curriculum

International Baccalaureate Primary Years Programme Middle Years Programme Diploma Programme

Developing the global dimension: What we teach

“A major problem in devising a curriculum for the schools of modern industrial, democratic and multicultural societies in an interdependent world environment is the sheer weight of knowledge crowding to get into the curriculum.”

James Lynch (1989)

Developing the global dimension: What we teach Permeate or infuse

Essentially, in relation to content, this is by

including the study of or reference to global issues wherever possible

drawing examples from diverse cultural, social, economic and national backgrounds.


Incorporate

Diversity Global Citizenship Conflict resolution Social justice Values and perceptions Sustainable development Interdependence Human rights

DfES 2005


Oxfam has developed a comprehensive curriculum in

global citizenship Knowledge and understanding Skills Vales and attitudes

for the entire school age range.

Education for global citizenship: a guide for schoolsOxfam 2006

www.oxfam.org.uk/education

38

Understand how accepted ways of behaving differ

from one society to anotherAcquire specific knowledge

relating to the cultures represented in the College

Understand key points from different belief systems

Understand the daily realities of people less

fortunate than themselvesUnderstand the key features

of commonality across diverse cultures

Understand the tension between forces leading to

uniformity and those supporting diversity

Appreciate the need to take a clear stand on issues

relating to “fairness”

Knowledge and understandings

related to diversity of culture and beliefs

ResActInt Day

EEPSHEToKGp 6

Gp 5

Gp 4

Gp 3

Gp 2

Gp 1

Components of our IB DP course

St Clare’s, Oxford Allen, 2004

Developing the global dimension: How we teach

For example:

Experiential and interactive learning Dialogic pedagogy Students taking responsibility for

their own learning Cooperative working Encourage critical thinking Use wide variety of source materials

Developing the global dimension: Where we teach

Reflect a global dimension in the general school environment

Develop a global classroom

Get out of school!

Developing the global dimension: PROFESSIONAL DEVELOPMENT

Personal, individual School-arranged on-site Conference and other attendance On-line

On global issues themselves On issues related to teaching and

learning For non-teaching staff too

Developing the global dimension: PROFESSIONAL DEVELOPMENT

Websites of NGOs for training activities and general resources e.g. Oxfam

TeachGlobal www.teachandlearn.net/teachglobal

Free training developed by the UK Open University and the BBC World Service Trust

Exchanges and visits

Do the International Global Citizen’s Award

http://www.teachandlearn.net/teachglobal

Developing the global dimension: CONNECTIONS

Establish relevant connections at all levels

Local National International / Global

Developing the global dimension: CONNECTIONS

e.g. Local action and pressure groups NGOs Other organisations and programmes

with experience, resources and expertise

Other schools with similar interests (through ECIS?)

School partnerships / links

School partnerships

Increasing numbers of schools are establishing partnerships or links.

Often these involve a better resourced school linking with another less well resourced school in an economically poorer country.

School partnerships

Benefits

Potentially, such partnerships can Generate enthusiasm and motivation for

learning, action and positive change Provide transforming experiences for

students and teachers Engage the whole school community

positively Provide real benefit to the partner

School partnerships

But beware!There is a risk they can:

close minds instead of opening them reinforce stereotypes develop inappropriate attitudes of pity and

sympathy rather than empathy be disruptive rather than beneficial to the

partner in the longer term

See Oxfam “Building successful school partnerships” , 2007

School partnerships“First you came to us as missionaries, then you

came as colonisers, now you come to us as linkers.” Participant in conference on linking, 2002

“We thought we were OK until our partners described us as poor.”Gambian linker

Prepare thoroughly Read good practice guides

Think as you linkOxfam “Building successful school partnerships” , 2007

Developing the global dimension: PROGRAMMES AND INITIATIVES

Sustainability in schools IB community theme Challenge 20:20 International School Award (UK

schools) ASDAN awards International Global Citizen’s Award

51

Eco-schools

Eco-Schools is a programme for environmental management and

certification, and sustainable development education, for schools.

• Holistic• Participatory• Combines learning with action• Offered in many countries, sometimes under different names

www.eco-schools.org

52

Eco-schools 1. The Eco-School Committee2. Environmental Review3. Action Plan4. Monitoring and Evaluation5. Curriculum work6. Informing and involving7. Eco-code

Developing a school culture committed to sustainable development

action learning and integration with school curricula;

encourages the involvement of the whole school and its local community

encourages schools to achieve measurable social, environmental, educational and financial outcomes.

www. sustainableschools.act.gov.au

http://www.sustainableschools.act.gov.au/

Green school project, ChinaOver 13,000 schools involved

• Involves all staff and students• Students encouraged to take a lead• Aims to improve school

management, and to be a tool for school improvement, in addition to more general work on sustainability

• Professional development workshops for teachers