Addressing global issues from all angles
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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
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Addressing global issues from all angles
Boyd RobertsECIS November 2007
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ACT
“SHARE”
CAREabout
AWARELevel of
awareness
Global citizenship
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SchoolDepartment
Authority or curriculum body e.g. national authority, IB, CIE
Teacher
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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
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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.
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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
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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
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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
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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
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Developing the global dimension: GOVERNANCE Informed
Principled
Operates with integrity
Open
Should set the tone for the whole school
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Developing the global dimension: MISSION
Specific reference to global issues / global citizenship or equivalent
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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.
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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
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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
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• 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
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Developing the global dimension: MANAGEMENT
Consultative
Participatory
Open
Responsibility post for Global Issues or similar?
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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
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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
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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
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Developing the global dimension: ENVIRONMENT
School environment in general
Building itselfBuilding operations e.g. heating,
lighting, wasteGarden and grounds
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Developing the global dimension: ENVIRONMENTGarden and
grounds
Involve students in growing flowers, fruit and vegetables
Learning through landscapeswww.ltl.org.uk
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Developing the global dimension: ENVIRONMENT
Garden and grounds
Keep chickens for eggs
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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
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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
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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
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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
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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
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Core elements of the global dimension Hicks (2007) , adapted from Pike and Selby (2000)
Process
Temporal
Issues
Spatial
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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
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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
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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.
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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
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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)
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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.
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Developing the global dimension: What we teach Permeate or infuse
Incorporate
Diversity Global Citizenship Conflict resolution Social justice Values and perceptions Sustainable development Interdependence Human rights
DfES 2005
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Developing the global dimension: What we teach Permeate or infuse
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
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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
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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
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Developing the global dimension: Where we teach
Reflect a global dimension in the general school environment
Develop a global classroom
Get out of school!
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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
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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
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Developing the global dimension: CONNECTIONS
Establish relevant connections at all levels
Local National International / Global
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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
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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.
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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
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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
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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
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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
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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
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Eco-schools 1. The Eco-School Committee2. Environmental Review3. Action Plan4. Monitoring and Evaluation5. Curriculum work6. Informing and involving7. Eco-code
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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
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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