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Introduction of Global Citizenship Module

One session

Mary Young

on 1 October 2017

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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?

19) 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?
2) Terrorist
3) President
4) Athlete
5) Scientist
6) Singer
Who's who?
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
Global Citizenship gives a critical, values-based, socially just context with which to understand the world.
Write down one interesting thing about each of them.


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.

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.

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

17) Good communication with people requires us to see things from different perspectives.

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...
13) 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.

Remember these?
6) Schools have statutory responsibilities in relation to promoting pupil wellbeing and pupil safeguarding (Children Act 2004)There are connections with issues of GC (eg rights)
part of a non-statutory framework at KS 1 and 2 .

promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society

prepares pupils at the school for the opportunities, responsibilities and experiences of later life
2.1 Every state-funded school must offer a curriculum which is balanced and broadly based and which:

3.1 ... an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

4) Global Citizenship is linked to Citizenship and PSHE which are
In the Primary National Curriculum since 2000
Citizenship is compulsory at KS 3 and 4.
Maths: data handling; global counting systems
Geography: how do we represent people and places in a fair and accurate way?
persuasive writing; stories from different places; diverse writers; books that raise real, global, challenging issues
14) Global learning has an impact:
those who have experienced global learning are more keen to learn about the world's
16) Research by Professor Carl Peters (2011) shows that employers worldwide are looking for people with skills of empathy, co-operation, intercultural understanding and global awareness, and that these are valued
than higher grades.
Section 2.5 of the National Curriculum framework document states that:


Along with the National Curriculum framework, the DfE also published guidance on PSHE education, which states that the subject is:
Personal, Social, Health & Economic
‘All schools should make provision for PSHE, drawing on good practice.’
‘an important and necessary part of all pupils’ education.’
8) Equality Act, 2010
2) The School Curriculum
The National Curriculum Aims include:
P.E.: Games from different countries and traditions; collaborative games

4.1 Teachers should set high expectations for every pupil...

4.2 Teachers should take account of their duties under equal opportunities legislation that covers disability, race, religion or belief, sex and sexual orientation.

4.3 A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupils achieving…

4.5 Teachers must also take account of the needs of pupils whose first language is not English.

(DfE 2013: 8)

7) Global Citizenship is relevant to all the

e.g with regard to equality, diversity and inclusion...
... places duties on schools to reduce prejudice-based bullying and so keep protected characteristic groups safe.

Public authorities including Universities and schools must take steps not just to eliminate unlawful discrimination and harassment, but also to actively promote equality. In other words we have by law to:

• Disability.
• Gender reassignment.
• Pregnancy and maternity.
• Race.
• Religion or belief.
• Sex.
• Sexual orientation.
For schools it covers people who are represented by all of the following seven ‘protected characteristics’:
• Eliminate discrimination, harassment and victimisation.

• Advance equality of opportunity.

• Foster good relations.
Teaching Standards
These areas are central to PSHE, Citizenship, SMSC all of which are relevant to Global Citizenship.
(DfE 2013: 4)
Children should enjoy a curriculum that provides a rich variety of knowledge and experience in school, no matter what their skills and abilities, and regardless of their personal circumstances. For the past few years, the emphasis of Ofsted’s inspection has rightly been on standards in English and mathematics.

3) looks for a broad and balanced curriculum:

It is now time to broaden our focus... it is vitally important that schools offer a broad and balanced curriculum that contributes to the social, moral, spiritual and cultural development of pupils. It is essential to prepare pupils for life in Britain today. (p.18)
18) The global dimension has been shown to enhance pupils’ respect for others, sense of responsibility, respect for diversity, empathy and fairness (Hunt, 2012)

The Global Dimension:
A Practical Handbook for Teacher Educators

Hannah McGough and Frances Hunt (2012)
Development Education Research Centre

"The world is increasingly interconnected and young people in schools now have more contact with and access to information about the world than ever before. They are directly affected by global political, social, economic, cultural and environmental issues, such as the global economic crises, conflicts affecting the price of fuel and globalization of job markets. Incorporating a global dimension approach can help pupils make sense of the world they are in and how their actions impact on others and vice-versa."
Hunt (2012)

NUS Research Project 2011 cited in Peters’s work: Another E for ESDG (HEA, 2011)
We can learn from others around the world.

Global Citizenship is about promoting
critical thinking and enquiry skills
which are important life skills if we are to tell fact from opinion

Source: UNESCO Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy, 1995.

" We, the Ministers of Education (of the world) strive resolutely to pay special attention to improving curricula, the content of textbooks, and other education materials including new technologies
with a view to educating caring and responsible citizens committed to peace, human rights, democracy and sustainable development, open to other cultures, able to appreciate the value of freedom, respectful of human dignity and differences, and able to prevent conflicts or resolve them by non-violent means."

"[I]t is necessary to introduce, at all levels, true education for citizenship which includes an international dimension."

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)
In a small group, find out what these abbreviations stand for.

Among 8-11 year olds, boys are more likely than girls to believe that all or most information they see on websites is true (66% vs. 56%).
Ofcom. Children and Parents: Media Use and Attitudes Report.
Research Document. Publication date:2014
Close to nine in ten children aged 5-15 (88%) live in a household with access to the internet through a PC, laptop or netbook. Eight in ten children aged 3-4 (80%) live in a household with access to the internet. (p.24)
One in seven 8-11s (15%) dislike seeing things on television that make them feel sad, frightened or embarrassed; this is significantly higher than for the 12-15s (8%). Those aged 8-11 are, however, no more likely than 12-15s to dislike seeing things that are too old for them (9% for 8-11s) (p.109)
Fairtrade or non Fairtrade?
15th Feb 2017

Mike, Kate, Mary
On completion of their University of Chichester degree,
every new primary teacher will be:
Skilled and knowledgeable...
A good role model...
Aspirational, inspirational and motivational...
A global citizen:
Empathic, globally aware, courageous and committed to social justice.
Agents for change, creating inclusive environments that challenge injustice, promote sustainability and engender global responsibility.
1) Our vision for a University of Chichester graduate in Primary Education and Teaching (2014)
11) Classroom and global issues are linked...
These require collaborative solutions
problems as well as to believe that they can affect change (MORI 2007:5)
20 reasons
...and teachers and children can be advocates 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.
What is education for?
5) The importance of citizenship education has been emphasised in several international agreements:
9) The world is interconnected
7.08 - 8.51
The principles of Global Citizenship are part of our school curriculum, inspection framework and Teaching Standards, and are upheld in UK and International Law.


Convention on the Rights of the Child
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
Global Citizenship can help children to make sense of the world.

20) You can easily incorporate it into your teaching...

Named places

Natural environment; countryside


Economic activity: trade, infrastructure, jobs.


Built environment; features of a townscape.


Cambridge Primary Review (2012:56)
Is a tree a place?

• A widespread 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

The most common and persistent misunderstandings were:
International agreements
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
Nearly half of the British public believe Vote Leave’s claim that the UK pays £350 million a week to the European Union despite the figure being debunked, a poll shows.

Ipsos MORI found that 47 per cent of the public believe that the claim, which has been repeatedly criticised by the UK Statistics Authority, is true.

Just 39 per cent realise the figure, which has formed the centerpiece of the Leave campaign, is false, while 14 per cent do not know.

16th June 2016. The Independent
Online: http://www.independent.co.uk/news/uk/politics/nearly-half-of-britons-believe-vote-leaves-false-350-million-a-week-to-the-eu-claim-a7085016.html
Accessed 18/7/16

What about adults?
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
St Eunan's P.S, Scotland.
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
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