Transcript One World Centre

One World Centre
educating for a just and sustainable world
The Grapes of
Wrath
The Rugmaker of
Mazar-e-Sharif
Boy Overboard
The Joy Luck Club
Bringing
them home
26th May
2008
Akram Azimi
Dr Karl
Kruszelnicki
Ajak Deng
Ahn Do
Gorilla
tantalum
Greenbushes
mobile phone
36%
E.coli
toilet
Infant mortality
Archie Roach
Rockstrom, Sachs, Ohman & Schmit-Traub (2013) Sustainable Development & Planetary Boundaries.
http://www.post2015hlp.org/wp-content/uploads/2013/06/Rockstroem-Sachs-Oehman-Schmidt-Traub_Sustainable-Development-and-Planetary-Boundaries.pdf
“It is relatively straightforward for instance, to memorise a timeline
concerning the abolition of slavery; it is somewhat harder to fully come
to terms with what slavery meant.”
“The arts, in whatever form, help bridge the gap between theoretical
and emotional understanding. They allow us to access scenarios which
would otherwise be alien to us”
-Bertrand Borg (2012).
Why
bother with art and literature? In 80:20 Development in an Unequal world.
Want of imagination makes things unreal enough to be
destroyed. By imagination I mean knowledge and love. I
mean compassion. People of power kill children, the old
send the young to die, because they have no imagination.
- Wendell Berry. Author, farmer, conservationist
The Danger of a Single Story – Chimimanda Adiche
Image Credit: Chris Boland
Australian Curriculum: English
Year 8 English – Literature and context
Explore the ways that ideas and viewpoints in literary texts drawn from
different historical, social and cultural contexts may reflect or challenge
the values of individuals and groups (ACELT1626)
Year 9 English – Responding to Literature
Explore and reflect on personal understanding of the world and
significant human experience gained from interpreting various
representations of life matters in texts (ACELT1635)
Pooh and piglet can be seen trudging slowly along a
snowy track. The day is clear but the sun is low and it
casts a yellowish-orange glow over the scene. Piglet is
wrapped in woollens and a scarf, while Pooh has nothing
on but an old short-sleeved top that is several sizes too
small for him. Piglet says to Pooh touchingly, ‘We’ll be
friends forever, won’t we Pooh?’ ‘Even longer’, Pooh
replies.
Question Quadrant:
Textual Questions: questions based on the text
Comprehension
questions:
the answer is in the
text
Imagination or
literary speculation
questions … what if?
Closed Questions
Factual knowledge
questions:
an established
answer exists
Philosophical or
inquiry questions
with no established
answer,
independent of the
text
Intellectual Questions
Cam, P. (2006) 20 Thinking Tools
Open Questions
What’s Global Education?
“Enabling young people to participate in a better shared
future for all is at the heart of global education.
Global education promotes open-mindedness leading to
new thinking about the world and a predisposition to take
action for change. Students learn to take responsibility for
their actions, respect and value diversity, and see themselves
as global citizens who can contribute to a more peaceful,
just and sustainable world”
Global Perspectives: A framework for global education in Australian Schools
Commonwealth of Australia, 2008
www.oneworldcentre.org.au
http://www.globaleducation.edu.au/
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Contact us at:
5 King William St
Bayswater 6053
Ph: (08) 9371 9133
www.oneworldcentre.org.au
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