Transcript Induction for GLP National Leaders and Local Advisors

Whole School Planning and
Connections with the wider world
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Welcome
Twilight content:
• introduction activity
• reviewing the Whole School Audit
• our connections with the wider world
• the Curriculum Framework
The GLP is funded by the
UK government
Introduction
Objectives
• Review the Whole School Audit and identify learning
priorities
• Develop understanding of interconnection and
interdependence
• Familiarise Coordinators with the Curriculum Framework
and cross-curricular planning
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UK government
Activity
Globingo Activity
See ‘Globingo’ handouts.
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Reviewing the GLP Whole School Audit
Activity (15 mins)
• Small groups of 3-5
• Discuss areas of strength and challenge as shown by the
WSA
• Identify three general learning priorities
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Group feedback
Network strengths
Network priorities for learning
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Globalisation & Interdependence
The following presentation will consider:
• what is meant by globalisation, interdependence
and associated terms and ideas
• how globalisation affects us
• where and how these themes might be addressed in
schools.
The GLP is funded by the
UK government
Aims of the GLP
… knowledge of the basic elements of globalisation
a) Help young people understand their role in a globallyinterdependent world and to explore strategies by which
they can make it more just and sustainable
b) Familiarise young people with the concepts of
interdependence, development, globalisation and
sustainability
c) Stimulate critical thinking about global issues at whole
school and at individual student level
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UK government
What is globalisation?
Activity
In small groups write a definition of globalisation.
Some of the following might help: equality/inequality,
fairness, money/banks/economy, trade, culture,
difference/diversity, interdependence, development,
migration, technology
What does the group know about different perspectives on
globalisation (e.g. what are the mainstream/policy
understandings; what other understandings are out there?)
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Other definitions…
Globalisation:
This is the integration of economies, industries, markets,
cultures and policy-making around the world.
Globalisation describes a process by which national and
regional economies, societies, and cultures have become
integrated through the global network of trade,
communication, immigration and transportation.
(Financial Times Lexicon)
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Other definitions…
Anti-globalisation:
A belief shared by various political groups that people
must oppose globalisation (= the process of making
something such as a business operate in different
countries around the world) because of bad effects it has
on people, especially in developing countries, and
because of the damage it does to the environment.
(Longman Dictionary of Contemporary English)
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What does this image say
about globalisation?
Location: Sri Lanka
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Topics & issues within globalisation
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Technology, the internet and the media
Space and science
Global trade
International corporations
International agreements (e.g. WTO, Fairtrade etc.)
Migration and freedom of movement
Culture, language and diversity
Development & poverty
Power & policy: who runs the world?
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Different types of globalisation
Types of globalisation – e.g. political, cultural, economic,
technological, environmental etc.
For or pro (e.g. free trade, global democracy) versus against or
critiques (e.g. anti-consumerism, global justice & inequality,
environmental).
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Globalisation: new or old?
Three phases according to Thomas Friedman:
1) Globalisation of countries 1492-1800 – age of empires &
voyages of discovery
2) Globalisation of companies 1800-2000
3) Globalisation of individuals 2000-today – media, internet
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How does globalisation affect me?
Activity
Use any of the globalisation categories or definitions you find
most useful and illustrate (either through diagram, drawing, list
or other) how you interact with, or are affected by,
globalisation in your life.
Share with others.
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One definition of interdependence
and what sort of global learning it
requires
Understanding how people, places, economies and
environments are all inextricably interrelated, and that
choices and events have repercussions on a global scale.
• Understanding the impact of globalisation and that choices
made have consequences at different levels, from personal
to global
• Appreciating the links between the lives of others and
children’s and young people’s own lives
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Continued…
• Understanding the influence that diverse cultures and
ideas (political, social, religious, economic, legal,
technological and scientific) have on each other and
appreciating the complexity of interdependence
• Understanding how the world is a global community and
what it means to be a citizen
• Understanding how actions, choices and decisions
taken in the UK can impact positively or negatively on
the quality of life of people in other countries.
(Source: ‘Developing a global dimension in the school curriculum’ DFES et. al. 2005)
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So, what is interdependence?
Interdependence can be seen as a sub-theme of globalisation
or it can be treated as something separate.
Terms that can help us understand and talk about
interdependence or ‘mutual dependence’: economic,
ecological, sustainable, moral, human rights, cultural.
Understanding interdependence through other eyes: how
might understandings differ?
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Interdependence and global learning
A concept at the heart of development education,
sustainable development and global citizenship.
e.g. domestic decisions about food, agriculture, finance,
immigration, trade, etc. Impact on people’s lives in other
countries.
Interdependence is part of the pedagogy of development
education: exploring links between culture, society,
environment, economy, etc. & encouraging collaborative
learning.
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What is the difference between
interdependence & interconnectedness?
• Thinking point 1: we may be largely interconnected through
the media and trade, but are we necessarily interdependent
given power imbalances around the world?
• Thinking point 2: are we interdependent or interconnected
with the natural world?
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What is sustainable development?
‘Development that meets the needs of the present
without compromising the ability of future generations to
meet their own needs.’
(From the World Commission on Environment and Development’s
report Our Common Future, Oxford: Oxford University Press, 1987).
Themes such as globalisation and interdependence can
be looked at through the lens of sustainable
development. For example, sustainable development
can make us rethink the idea of interdependence.
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Commentaries on sustainable
development
A model of development is needed that brings ‘a decent
living standard to all in the present and enable(s) future
generations to also have a decent standard...’
‘Among the hidden costs (of development) are the new
burdens created by ecological destruction, costs that are
invariably heavier for women, both in the North and the
South… as GNP rises, it does not necessarily mean that
either wealth or welfare increase proportionally… In actual
fact, there is less water, less fertile soil, less genetic wealth,
as a result of the development process’.
(Source: 80:20, Development in an Unequal World, 6th edition, www.8020.ie)
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Rana Plaza Mystery
Activity
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Globalisation & interdependence in the
curriculum
Where are these themes most visible in a school
curriculum? (globalisation, interdependence, sustainable
development, etc.)
Will learning about globalisation and interdependence
look different in Key Stages 2 and 3?
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These themes in your school
• Where is your school addressing the theme of
globalisation and interdependence already?
• How might this be developed?
• How would you work with other colleagues on this?
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Other ideas…
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A ‘globalisation’ themed student conference?
Outside speaker(s)
Creation of a teaching resource or globalisation game?
Consulting resource list (e.g. http://globaldimension.org.uk/)
Critically engaging with a collection of globalisation
‘images’.
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UK government
For the next twilight session
Review your current schemes of work and
identify opportunities for global learning against
the new curriculum
• What are you already doing
• New / more opportunities
• Where does there need to be an increased knowledge
area for teachers?
The GLP is funded by the
UK government