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One World Centre educating for a just and sustainable world Sustainability Balardong Whadjuk Bibbulmun South west Nathaniel Wyeth polyethylene terephthalate 13,000 cars recycling using lots of power Bangladesh tropical cyclone Greenhouse gases Bali golf course water shortage holiday 36% E.coli toilet Infant mortality gorilla Mobile phone tantalum Greenbushes Mongolia Solar energy Nomadic herders Sri Lanka 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 Image: The Bridge Progressive Arts Initiative http://www.chrisjordan.com/gallery/rtn NATURAL The conservation of living things, resources and support systems ECONOMIC Employment and income that is ongoing and fair Interlocking pillars of Sustainability (UNESCO) SOCIAL POLITICAL Peace, equality and human rights, especially for the most vulnerable Access to decision-making and influence over your own life and place Enough for all forever by caring for self, place and others Cross-curriculum priority: Sustainability Systems: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. World Views: World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability. Futures: The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. Australian Curriculum: Geography Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future. Australian Curriculum: Geography Year 6 geographical knowledge and understanding: The various connections Australia has with other countries and how these connections change people and places (ACHGK035) researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia exploring the provision of Australian government or nongovernment aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country From AC Science year 1: Science as a human endeavour • People use science in their daily lives, including when caring for their environment and living things From AC Science year 5: Science as a human endeavour • Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives • Scientific knowledge is used to inform personal and community decisions 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 The Election RUMOUR CLINIC From Theme Work: Approaches for Teaching with a Global Perspective. Development Education Centre The Danger of a Single Story Image Credit: Chris Boland Image source and selection Image source and selection Source: Intercultural Communication, Asia Education Teacher’s Journal Vol 29 Number 4 Nov 2001 p33. The Iceberg of Culture Underlying values make sense of the observable rituals food religion What you need to know and can actually see. CUSTOMS language clothing behaviour environment attitudes VALUES rules statutes tradition government roles institutions organisation mores gender roles social structure enculturation What you need to know but is less visible. 4 ways of thinking about culture Contemporary / Traditional Everyday / Ceremonial Commonalities / Differences Within / Between http://www.globaleducation.edu.au/ www.oneworldcentre.org.au http://www.scoop.it/t/global-perspectives-in-the-primary-classroom Cool Australia – sustainability lesson plans and resources for early childhood – Yr 10 http://www.globalwords.edu.au/ What schools are doing Ashburton PS (Vic) - World-wise school Coolbinia PS (WA) - 100 tonne plan Riverside PS (Tas) - Fair-trade school Image credit: DIAC Images The Development Compass Rose Natural These are questions about the environment - the land, the sea, living things, and their relationship to each other. These questions are about the built as well as the natural environment Who decides (political) These are questions about power, who makes choices and decides what is to happen; who benefits or loses as a result of these decisions; and at what cost Economic These questions are about money, trading and ownership, buying and selling Social These are questions about people, their relationships, their traditions, culture and the way they live. They include questions about how, for example, gender, race, disability, class and age affect social relations What are your questions? www.facebook.com/oneworldcentre www.twitter.com/oneworldcentre Contact us at: 5 King William St Bayswater 6053 Ph: (08) 9371 9133 www.oneworldcentre.org.au [email protected] [email protected]