reading the world ecta video link march 2014

Reading the world – intercultural understanding in the Australian

Curriculum & the EYLF.

Wednesday 12 March 2014 4.00 PM - 5:45 PM

Alisa Cleary

Global Learning Centre Education Consultant

What’s your story? Let’s play Gin Rummy…

On three small separate pieces of paper (or sticky notes), write a couple of words using the following categories.  1.  Things I enjoy out of school 2.  Places I have a connection with 3.  My goals or ambition

Match or link your responses with group members.

(Adapted from Teaching the Global Dimension - Key principles and effective practice, edited by David Hicks and Cathie Holden, 2008:143)

Outcome – I learnt about Nena, I considered my own characteristics and individuality, and I realise the many ways in which we share interests or background.

•  Explore difficult issues in a safe way, •  To see other people’s points of view, •  To see the world, •  To support children in developing their own personal

narratives, •  To identify with characters, •  Explore and develop attitudes and values, •  For enjoyment, it is ok to explore feelings, •  To develop verbal and visual literacy, critical thinking

skills, •  To empathise - get under the skin of others, •  To deal with difficult realties in a manageable and

non-threatening way.

What would you add to or change on the list?

Why use stories to explore issues?

•  Issues are raised naturally as children try to make sense of the world,

•  To help them to reflect on their experiences, •  To support their intellectual development, •  As a way of valuing their concerns and taking them

seriously, •  To break down ignorance, prejudice and fear, •  To encourage them to question and develop critical

thinking, •  To build on discussions they have with parents at home, •  For developing self-confidence and give them the power

to change things, •  As an effective way of promoting equal opportunities, •  To prepare children as effective global citizens.

Why should we encourage young children to talk about issues?

(Start with a Story - Supporting young children’s exploration of issues, Teachers in Development Education, DEC, Birmingham, page 5)  

The changing purposes of schooling

The Melbourne Declaration on Educational Goals

for Young Australians 2008

Preamble continued

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.

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

informed citizens

2008  Melbourne  Declara-on  on  Educa-onal  Goals  for  Young  Australians.  

The Australian Curriculum P-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

Intercultural Understanding

•  Intercultural understanding encourages students

to make connections between their own worlds and the worlds of others, to build on shared interests and commonalities, and to negotiate or mediate difference.

•  It develops students’ abilities to communicate

and empathise with others and to analyse intercultural experiences critically. It offers opportunities for them to consider their own beliefs and attitudes in a new light, and so gain insight into themselves and others.

(Source: ACARA)

Expected Learning Outcomes in the Early Years Learning Framework (EYLF) for

Australia.

1.  Children have a strong sense of identity

2.  Children are connected with and contribute to their world

3.  Children have a strong sense of wellbeing

4.  Children are confident and involved learners

5.  Children are effective communicators.  

Outcome 2: Children are connected with

and contribute to their world

a)  Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

b)  Children respond to diversity with respect

c)  Children become aware of fairness

d)  Children become socially responsible and show respect for the environment

(b) Children respond to diversity with respect

This is evident, for example, when children-   •  begin to show concern for others,

•  explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings ,

•  become aware of connections, similarities and differences between people,

•  listen to others’ ideas and respect different ways of being and doing,

•  practise inclusive ways of achieving coexistence, and

•  notice and react in positive ways to similarities and differences among people.

But how do I achieve this?

What is the GLC?

Not-for-profit community based organisation.

Offers:

•  a professional library

•  access to the Global Education Network

•  curriculum materials and support for time poor teachers

•  the delivery of the Global Education Project in Queensland.

GLC Digital/Online Resources

Scoop.It!   Tumblr   Pinterest  

Facebook   Global  Learning  Centre  

Twi@er  

Global Education Project www.globaleducation.edu.au/global-education/

what-is-global-ed.html

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)

Identity and cultural diversity …an understanding of self and one’s own culture, and

being open to the cultures of others.

Cartoon  by  Nicholson  from  "The  Australian"  newspaper:  www.nicholsoncartoons.com.au    

Let’s take a look at activities using picture books to read the world.

The accompanying CD Rom

Inclusive Classrooms…creating an environment for talk

•  Sharing Circles: encourage interaction and communication

•  Home Corner: include utensils, clothing, dolls, music, money, recipe books, children’s comics and toys etc which represent a variety of cultures including the backgrounds of those in the class. Avoid gender stereotyping.

•  Display Materials: use posters, photos, artwork that represent a diverse range of places, people and cultures. Inflatable globes and wall maps are useful. When displaying learners’ work ensure that all are included and all types of learning are represented.    

 (Thinking Globally, page 16-17)

Inclusive Classrooms continued

•  Literacy Materials: include picture storybooks, non-fiction books, videos, DVD’s, CD-ROM’s, songs, rhymes, games and puppets which reflect diversity and represent a range of cultural traditions and avoid stereotype.

•  Learning Centers: include mystery

items and hobbies from a variety of cultures, items made in various countries, highlight the weather in different parts of the world using maps, clothing and activities.

(Thinking Globally, page 16-17)

Strategies for responding to global issues in children’s literature

(Thinking Globally, page 19-21)

1.  Three levels of questioning 2.  Challenging stereotypes 3. Graffiti 4. Think, pair, share 5. Book reviewing 6. Dramatising the story 7. Story maps 8. Drawing and labeling pictures 9. Retelling a story 10. Questioning characters in a book 11. Speech bubbles 12. Excursions or visitors 13. Indigenous dreaming stories

(Thinking Globally, page 55)

Whoever you are & families

h@p://www.globalwords.edu.au/  

(Thinking Globally, page 56-57)

My name & a right to a name

Appreciating the importance of a name.

Name sharing - respond to any of the following questions with another. 1.  After whom were you named? 2.  Do you like your name? Why or why not? 3.  What’s the ethnic or language background of

your name? 4.  Do you know what your name means? 5.  Have you ever met anyone else with the same

first name? 6.  What other names are in your family (sisters,

brothers, other relatives)? (Source: Mara Sapon- Shevin, 2010:73)

•  Hebrew origin - ‘great happiness’ •  Hard to pronounce - Alicia, Alica, Aliza, Ailsa,

Alisha •  First memory at 12 years of meeting another

Alisa. •  Sisters - Katrina, Christina, Emma

 (Source: http://www.thinkbabynames.com/meaning)

Alisa

1.  All children have the right to what follows, no matter what their race, colour sex, language, religion, political or other opinion, or where they were born or who they were born to.

2.  You have the special right to grow up and to develop physically and spiritually in a healthy and normal way, free and with dignity.

3.  You have a right to a name and to be a member of a country. 4.  You have a right to special care and protection and to good food, housing and

medical services. 5.  You have the right to special care if handicapped in any way. 6.  You have the right to love and understanding, preferably from parents and

family, but from the government where these cannot help. 7.  You have the right to go to school for free, to play, and to have an equal

chance to develop yourself and to learn to be responsible and useful. Your parents have special responsibilities for your education and guidance.

8.  You have the right always to be among the first to get help. 9.  You have the right to be protected against cruel acts or exploitation, e.g. you

shall not be obliged to do work which hinders your development both physically and mentally. You should not work before a minimum age and never when that would hinder your health, and your moral and physical development.

10.  You should be taught peace, understanding, tolerance and friendship among all people.

Ten Rights of the Child

(Thinking Globally, page 64)

Discrimination

Role play Enabling children to enter the world of a story and to

imagine what it might feel like to be one of the characters.

‘ I’d like to ask’ … developing questioning skills.

In groups children decide on questions they would like to ask one of the characters in the story. They put them to a child or a teacher, who takes a ‘hot seat’, playing the part of that character and answering the questions. (Start with a Story - Supporting young children’s exploration of issues, Teachers in Development Education, DEC Birmingham, page 5)

Fair Skin Black Fella

h@p://www.creaJvespirits.info/aboriginalculture/people/aboriginal-­‐idenJty-­‐who-­‐is-­‐aboriginal#toc0  

The  single  story  creates  stereotypes,  and  the  problem  with  stereotypes  is  not  that  they  are  

untrue,  but  that  they  are  incomplete.  They  make  one  story  become  the  only  story.”    (Chimamanda  Ngozi  Adichie  )”  

Interactive multimedia resource

A world of clothes - Year 3 & 4 Activity 1: Dressing up Activity 2: Photo wardrobe Activity 3: What clothes can I buy? Activity 4: Clues within clothes Activity 5: Voice Thread explorations on clothing Activity 6: Our clothes tell a story Activity 7: What are stereotypes? Activity 8: Recognising stereotypes Activity 9: Taking action – Addressing assumptions about clothing

Put yourself in the picture

Draw your portrait on a post-it note. Place the portrait in the picture. •  What is like to be in the picture? •  What does it smell like? •  Look like? •  Sound like? What questions would you like to ask the other people in the picture?  

(Thinking Globally, page 20-21)

(Source: Gabiann Marin, 2009)

http://www.globaleducation.edu.au/

Taking Flight… Have you ever moved? How did you feel about moving?

(Thinking Globally, page 107)

 h@p://www.literacyshed.com/  

h@p://www.prejudicenoway.com.au/  

h@p://en.childrenslibrary.org/  

http://www.worldstories.org.uk/home/home

h@p://www.globalkidsoz.com.au/  

Some tips on selecting appropriate texts:

 •  Texts should be representative of

languages spoken at home and in the community.

•  Books need to depict a variety of family structures, ethnicities, cultures and ages (including the elderly). Contemporary as well as traditional perspectives are important.

•  Books should show men and women engaged in different activities at home, work and leisure.

•  Texts that challenge stereotypes and bias, such as The Paper Bag Princess (Robert Munsch) are a worthwhile inclusion.

•  Look for literature that embeds cross-cultural friendships in naturalistic ways.

March Membership Madness – 25% Discount

Individual: $35/$26

School/Preschool: $85/$64

Got  to  www.glc.edu.au/join_us    

 Code:  MARCH  14  

Contact Us

102 MacDonald Road

Windsor

Ph: 3857 6666 Fax: 3857 6655 Email: glc@glc.edu.au Website: www.glc.edu.au

Alisa

alisa.cleary@glc.edu.au

Karena

karena.menzie@glc.edu.au

Laura

laura.broadbent@glc.edu.au

Nena

(teacher/librarian)

nena.morgante@glc.edu.au