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Introduction of Global Citizenship Module

One session

Mary Young

on 16 March 2018

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Transcript of Introduction of Global Citizenship Module

Address misunderstandings about distant localities – teach fairly about Majority World Countries – give a balanced view: every country in the world has both wealth and poverty.

What is Global Citizenship?

Because of what many pupils think...

Boy reading, aged 9-14
Dark skin
Sitting on carpet
Logo on his shirt
No shoes on
He looks smart/clean
We don’t have clothes like that.
He’s wearing funny/old/dirty/stained/tattered/ragged clothes.
Probably stole those clothes/we gave him those clothes
He’s ugly/weird...he’s brown.
Might be starving.
He’s an orphan – his parents have died of AIDS.
Old fashioned book...he’s picked up the paper from the floor.
No clean water... all water is dirty in Africa.
Too poor to go to school.
Might be asleep or dead.
What can you say about this picture?
If you visited
a country in Africa what might you see?
moral reasons

Social justice and equity
Global Citizenship
Peace and Conflict
Globalisation and interdependence
Identity and Diversity
Living and teaching in a diverse and interconnected world.

Hello and welcome to ...
Many terms related to Global Citizenship:

Environmental sustainability
"Global Citizenship is about understanding the need to tackle injustice and inequality and having the desire and ability to work actively to do so. It is about valuing the Earth as precious and unique, and safeguarding the future for those coming
after us.

Humankind faces many 'bigger than self' problems which transcend national borders, such as climate change, conflict and poverty.

Development Education
The Global Dimension
Global Learning
Education for Sustainability
Intercultural understanding
Human Rights Education

why Global Citizenship is important and relevant to primary education and some ideas about how to do it in the classroom
Many children are pessimistic about world issues such as climate change, pollution, world poverty and terrorism, but where schools address these issues children have a more positive outlook.

Military marching bands
Degree-awarding universities

Activity debrief
Global Citizenship is a way of thinking and behaving. It is an outlook on life, a belief that we can make a difference."
Young and Commins, 2002:1)
Mike, Kate, Sam, Mary
Classroom and global issues are linked...
These require collaborative solutions
Some reasons
...and anyone can be an advocate for change.
Buy Fairtrade products
Write to your M.P. about an issue that matters to you
Plant a school garden
Learn to be media literate.
Welcome a refugee.
Read Ethical Consumer to inform purchasing decisions
9) The world is interconnected
7.08 - 9.05
The principles of Global Citizenship are part of our school curriculum, inspection framework and Teaching Standards, and are upheld in UK and International Law.
The world is interconnected and interdependent. What we do has an impact on others locally and globally even if we don't realise.

from people all around the globe.
Issues of Global Citizenship such as justice, rights and the environment are of interest to young people and are relevant to all of our lives. To be optimistic about the future children must know they have agency.
Knowledge,Values and Skills of Global Citizenship such as empathy, cooperation and global awareness are necessary and increasingly valued skills worldwide. Critical thinking is crucial if we are to tell fact from opinion
You can easily incorporate it into your teaching...
Cambridge Primary Review (2012:56)
Is a tree a place?
It really boils down to this: that all life is interrelated. We are all caught in an inescapable network of mutuality, tied into a single garment of destiny. Whatever affects one directly, affects all indirectly. We are made to live together because of the interrelated structure of reality. Did you ever stop to think that you can't leave for your job in the morning without being dependent on most of the world? You get up in the morning and go to the bathroom and reach over for the sponge, and that's handed to you by a Pacific islander. You reach for a bar of soap, and that's given to you at the hands of a Frenchman. And then you go into the kitchen to drink your coffee for the morning, and that's poured into your cup by a South American. And maybe you want tea: that's poured into your cup by a Chinese. Or maybe you're desirous of having cocoa for breakfast, and that's poured into your cup by a West African. And then you reach over for your toast, and that's given to you at the hands of an English-speaking farmer, not to mention the baker. And before you finish eating breakfast in the morning, you've depended on more than half of the world. This is the way our universe is structured, this is its interrelated quality. We aren't going to have peace on earth until we recognize this basic fact of the interrelated structure of all reality.

Martin Luther King.
Christmas Sermon on Peace, 1967
Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.
Margaret Mead
Read more at: https://www.brainyquote.com/quotes/quotes/m/margaretme100502.html
Knowledge & understanding of the 5 themes plus:
Education to promote:
Skills, such as:
critical thinking
Values & attitudes such as:
respect for people and planet
commitment to social justice, participation and inclusion.
appreciating diversity
co-operation, reflective action
22nd Feb 2018
often depicted like this!
Why are we doing this module?

What has it got to do with primary teaching?
Dear Teacher,

I am a survivor of a concentration camp. My eyes saw what no man should witness: gas chambers built by learned engineers; children poisoned by educated physicians; infants killed by trained nurses; women and babies shot by high school and college graduates.

So, I am suspicious of education.

My request is: help your students to become more human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns.
Reading, writing and arithmetic are important only if they serve to make our children more human.

They have a nice climate.

There are no pickpockets.

It has a large population and the people speak a beautiful language.

There are no black people.

They have very tall mountains.

They eat frogs and snakes.

There are lots of old things.

Their policemen wear red and black uniforms.
Where is this place?
Spot the connection
Amnesty International
"Write for Rights" Campaign
Older people
Always give an all-round picture of a country or a continent

What was missing?
persuasive writing, e.g. letters to real people/companies/paper asking interesting questions; composition about things that matter to the pupils; reading stories from different places; ensuring the use of diverse writers; books that raise real, global, challenging issues.
Make links and connections locally and globally
Ethical Consumer
West wing

• Inability to make connections with people who look different from oneself.

• Poor critical thinking skills.

• Lack of confidence about language use to describe diversity.

• Stereotypical and unrealistic views regarding people with disabilities, LGBT people, gender roles, people from poor socio-ecomomic backgrounds, Black and Minority Ethnic people and about Islam.

• Misconceptions about the diversity of British society. For example, a common belief that people who are not white cannot be British.

• Over-reliance on recycling and not dropping litter as the best ways to protect the planet. Lack of ideas beyond these as to how to make a difference to a broader or global problem, for example Climate Change.

• Routine negative stereotyping of the African continent and the people who live/come from there. Specific connection of poverty/charity with the whole continent of Africa

In work in schools, the most common and persistent misunderstandings were:
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