Transcript Slide 1

Doorway No. 8 The Global Dimension:
the final frontier or the foundation for
all?
Who am I?
Jane Carpenter
Education Programme Co-ordinator
Development Education Centre
based in Cambridge
www.harambeecentre.org.uk
[email protected]
Aims for the session
1. To break down the Global Dimension
and explore how it relates to and
supports your plans for a Sustainable
School
2. To share some Global Dimension
activities and methodologies
3. To showcase examples of good practice
and signpost resources and local
sources of support for the Global
Dimension.
What is the Global Dimension?
‘
Global Citizenship, Conflict Resolution,
Social Justice, Values and Perceptions,
Sustainable Development,
Interdependence, Human Rights, Diversity
Source: Developing the Global Dimension in
the School Curriculum p12 and 13
DfES March 2005
The global dimension is not
just a set of key concepts
that have to be learnt. It is
about ways of engaging and
relating and ways of thinking
and knowing.’
Source: quote and diagram p11 in
‘Teaching the Global Dimension:
A handbook for Teacher
Education’ 2009 £10.00 www.dep.org.uk
Our responsibility as educators
Before you have
finished your
breakfast this
morning you’ll
have relied on
half the world
We are all Global
Citizens – but what
type of Global
Citizens?
• what knowledge,
skills and attitudes
do we have?
Martin Luther King • How do we choose
to act (or not)?
The Global Dimension …
•
•
•
•
•
It embraces …
Sustainable Schools,
Eco Schools Award,
Every Child Matters,
Values-based Education,
Community Cohesion,
Diversity and Respect for All,
International links for learning,
SEAL, PLTS,
Creativity, Excellence and
Enjoyment,
Subject areas,
Cross curriculum dimensions
Uses real life examples (local and
global) and enables students to
understand the wider context to
local issues
Builds an understanding of the inter
connective and interdependent
nature of society
Allows for young people to become
active citizens (taking responsibility
in local and global contexts)
Involves the whole school – young
people, teachers, learning support,
staff, governors, parents
Develops skills (in pupils and
teachers) to be open minded, to be
open to change and to have the
ability to ‘unlearn’- critical thinking –
WHOLE SCHOOL CURRICULUM
challenging perceptions and bias
WHOLE SCHOOL COMMUNITY
Common Pitfalls
‘Global is about somewhere else’
Doing good’ … that avoids thinking
Manipulative activity leading to ‘right answers’
Failing to acknowledge our own perceptions and
bias
Its all doom and gloom
Source: Enabling Global Learning through the KS3
Curriculum Tide Global Learning p 15
www.tidegloballearning.org.uk
Quote to reflect on …
The future is not a result of choices among
alternative paths offered by the present, but a place
that is created - created first in the mind and will,
created next in activity. The future is not some place
we are going to, but one we are creating. The paths
are not to be found, but made, and the activity of
making them, changes both the maker and the
destination
John Schaar, American scholar and political theorist,
1928-
GD Methodologies
• Values-based and critical-thinking
activities: debates, role-play, value
lines, drama, Development Compass
Rose
• Philosophy for Children (P4C)
www.sapere.org.uk
• Open Space for Dialogue and
Enquiry (OSDE)
www.osdemethodology.org.uk
“Methodologies which aim to
encourage children (or adults) to
think critically, caringly, creatively
and collaboratively.”
• Mantle of the Expert
www.mantleoftheexpert.com
“A dramatic-inquiry approach to
teaching and learning"
Global Dimension and Sustainable
Schools
A commitment to care
• Sustainable schools have a
caring ethos – care for oneself,
for each other (across cultures,
distances and generations) and
for the environment itself (far and
near).
• Schools are already caring places,
but a sustainable school extends
this commitment into new areas. It
cares about the energy and water
it consumes, the waste it reduces,
the food it serves, the traffic it
attracts, and the difficulties faced
by the people living in its
community and in other parts of
the world.
Opportunity
• Growing interdependence
between countries changes the
way we view the world and
ourselves. Schools can respond
by developing a responsible,
international outlook among
their young people, based on an
appreciation of the impact of
their personal values and
behaviours on global
challenges.
Recommendation (by 2020)
• The Government would like all
schools to be models of global
citizenship, enriching their
educational mission with activities
that enrich the lives of people
living in other parts of the world.
UN Millennium Development Goals
to halve global poverty by 2015
1.
2.
3.
4.
5.
6.
7.
8.
Eradicate extreme poverty and
hunger
Achieve universal primary education
Promote gender equality and
empower women
Reduce child mortality
Improve maternal health
Combat HIV & AIDS, malaria & other
diseases
Ensure environmental sustainability
Develop a global partnership for
development
www.un.org/millenniumgoals
Resource:
‘Change the World
in 8 steps’
£15.00
www.oxfam.org.uk/education
Measuring Attitudinal change
Embedding the Global
Dimension involves
attitudinal change …
so it requires different
success criteria and
tools for assessment
of learning
‘How do we know it’s working?’
a tool kit for measuring attitudinal
change, RISC 2008
Global Dimension Local Support
Harambee Services
•
•
•
•
•
Primary and Secondary packages
of support
Educating for a Global Future
~free support to secondaries with
making progress on the global
dimension
CPD and INSET
Resources Centre ~ books,
teaching packs, photo packs,
maps, DVDs etc.
Support for Global School
Partnerships
EES Global Thinking
Support
•
•
•
•
•
•
Global Thinking website
www.global-thinking.org.uk
Grants (up to £3000) for
Curriculum Development Projects
Professional Development Grants
(up to £1500)
Teacher Networks (supply cover
and travel expenses)
ITE Global Dimension support
LA Global Dimension support
Curriculum Development Grant
Case Study
East Bergholt Primary School in Essex,
along with their partner school in Uganda,
Buhumba Primary School, decided to
explore sustainable energy and
livelihoods with their pupils
• Pupils learnt about Global Warming and
its causes, exploring how people impact
on climate change and how sustainable
choices can be made
• Pupils built different types of cooking
stoves (used in Uganda) and investigated
the fuel efficiency
• Visited Old Hall, a local organic farming
community living sustainably in East
Bergholt
• Climate Change Scheme of Work was
written by East Bergholt teachers
The Wise Wombat
• http://www.globalcommunity.org/flash
/wombat.shtml