University-school-community partnerships for global citizenship: Canadian perspectives Steve R. Sider, Ph.D.

Wilfrid Laurier University, Waterloo, Canada

Canadian Context: Programs

Multiple examples of Canadian faculties of education with global citizenship education foci: -Ottawa’s Developing a Global Perspective for Educators -Alberta’s Centre for Global Citizenship Education and Research -UBC’s Global Citizenship in Teaching and Learning -Western’s Researching International and Contemporary Education -OISE/UT and ETFO Educating for Global Citizenship -PEI’s Global Issues +CIDA, UNICEF…

Canadian Context: Literature

Abdi & Shultz (2008). Educating for

human rights and global citizenship

Masemann, Majhanovich, Truong, & Janigan (2010). Clamouring for

a better world

Mundy, Bickmore, Hayhoe, Madden, & Madjidi (2008).

Comparative and international education

O’Sullivan & Pashby (2008).

Citizenship education in the era of globalization

Trilokekar, Jones, & Shubert (2009). Canada’s universities go

global

Multiple articles in the Canadian Journal of Education: Eidoo, Ingram, MacDonald, Nabavi, Pashby, & Stille (2011). Through the kaleidoscope… Evans (2006). Educating for citizenship Mundy & Manion (2008). Global education in Canadian elementary schools Reimer & McLean (2009). Global education and teacher candidates Shultz (2007). Educating for global citizenship

Immediate Context: Wilfrid Laurier University, Waterloo, Canada

 University changes – FOE, academic strat plan   PDS model School board and community focus on global citizenship  Glocal -courses on equity and diversity -integration of GC in courses -workshops, discussion groups -service opportunities, experiential learning -university-school-community  Question: how are glocal citizenship dispositions within teacher candidates impacted by a university school-community partnership?

The Breadwinner

The Breadwinner is an action-filled book about a little Afghan girl named Parvana who lives with her once rich family in a bombed out apartment building.

Pre-Taliban, her parents were both highly educated professionals , but the Taliban’s strict codes of conduct for women, and the later arrest of her father, leaves the family with no means for survival. Disguised as a boy, and with great courage, Parvana finds a way to provide for her family, while dealing with the devastation all around her. Not only is this book an exciting read, but it offers a rare and accessible portrayal of Afghani culture. Parvana’s family is depicted as loving, educated, supportive and highly equitable between the sexes – a nice contrast to post-Taliban values which North Americans have erroneously come to associate with all Middle Eastern peoples.

The Breadwinner is recommended for students in grades 4 to 8, but is an enjoyable read for people of any age.

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Illustrations: Story Line: Life-Styles: Relationships : Heroes: Effects on Self-Image: Author’s Perspective: Loaded Words: Copyright Date: Consider Literacy, Historical, and Cultural Perspectives:

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Based on 10 Quick Ways to Analyze

Ellis, Deborah. (1991). The Breadwinner. Groundwood Books. ISBN 0-88899-416-8 (pbk.)          

O NE H EN : H OW

WRITTEN BY : K ATIE

O NE

S MITH

S MALL L OAN M ADE A B IG D

M ILWAY ILLUSTRATED BY : E UGENIE

IFFERENCE

F ERNANDES

Book Talk:

One Hen is an inspiring story about a young Ashanti boy named Kojo, from Ghana, Africa who had to quit school to help his widowed mother collect firewood to sell at the market after his father died. This story is inspired by the life of Kwabena Darko, who shares a similar story with Kojo. This book tells the story of what happens when Kojo borrows a few coins from his village’s collective fund to buy one hen. He walks two hours to a chicken farm in a neighbouring village, and he finds a plump and brown hen with a bright red comb that he wants to buy. He purchases the hen with the hopes of selling some of the eggs she lays in order to buy more hens. And Kojo does buy more hens, and more and more of them, until he has enough money to return to school. Kojo receives a scholarship to an agricultural college to learn more about farming and soon Kojo’s farm grows to become the largest in the region. One Hen is a story about how one small loan, and one small boy, can make a difference in the world. Read this book to find out how Kojo did just that.

Analysis:

Overall Rating:

Illustrations

: Great illustrations that depict life in Ghana, however some students might get the impression that everyone living in Africa carries things on their head. ½

Story Line

: Excellent story line about how one small loan, and one small boy can make a large difference in the world. This is a moving story of courage, cooperation, and community that could be effectively incorporated into any classroom. The only thing that students might get the impression is that all African children must quit school to help their family earn money.

Relationships and gender roles

: Warm and caring relationships between family members and community. Both men and women in this story seem to take equally active roles caring for their families and earning money. Milway, K. S. (2008).

One Hen: How one small loan made a big difference

. Toronto, ON:Kids Can Press Ltd.

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What kinds of questions do you have?

http://www.mediathatmattersfest.org/watch/9/why_do_wh ite_people_have_black_spots

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A chocolate lovers delight: http://www.global-ed.org/cu chocolate.pdf

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A simulation – a day in the market, a day in the country, a day in the city

Attached is a slide show that M and myself put together regarding the World Changers Kit that we got from We Day. We are presenting this information to all K [school] staff at tomorrow's staff meeting. We have linked the lessons incorporated in the kit to Ontario Curriculum documents so if you would like to share it with any of the other TECs that went to We Day or any faculty members you are welcome to.

EB

I just finished my first Adobeconnect meeting with a teacher in a SN [six nations] classroom in Brantford. We are getting together tomorrow at 12:30pm with our classes for the first time. Interestingly, we have both been studying the Titanic and so the kids will be chatting about what they've been learning…We've also sent them information to access our rooms Kidblog so that the kids can chat in between live connection times.

CD

I just wanted to say a big thank you to all of you for attending and participating in the discussion we had with JB yesterday. I hope everyone was able to take a little something away from it that will inspire them to keep our journey going… What stuck out for me was when JB said "*You *have to find out what you can do..." and it's true - there are always opportunities arising where we can do something to help; it's just a matter of acting on it and hopefully along the way getting others involved as well.

Thank you J for reminding us to always see the glass as half full :) MN Thanks again for an inspiring day! I feel so fortunate to be surrounded by amazing people like yourselves!

Global citizenship as transformative?

“Global exchanges”      Trips and exchanges, one off programs Short-term Some preparation, some debriefing Disconnected to curricular and co-curricular experiences Purpose?

“ Glocal interchanges”       Reflection, service, learning, reflection Glocal Long-term Integrated Holistic Critical, explorative, reflective, collaborative

Significance, Next Steps

     Facilitating glocal interchanges to shape transformative dispositions PDS framework (integration of university, school, community) – what would this look like in a more traditional FOE model?

Cohort?

Longitudinal study Adapting of the GCS (Morais & Ogden, 2011)  A copy of this presentation is available on my blog or email me: [email protected]

www.glocalperspectivebuilding.blogspot.com