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Globalisation: Sustainability

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Christie Bowman

on 3 September 2014

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Transcript of Globalisation: Sustainability

Globalisation
What is Globalisation?
Major International Issues
Sustainability in Education
Sustainable practices have been embedded into world-wide
and
nation-wide policies, documents and curricula.
Learning Objectives in
a classroom
Sustainable
development in classrooms
Colonialism
Deconstructing Globalisation
Illustrating the Global world we live in
Pros/Cons of
Globalisation
Why is it important?
"There can be few more pressing and critical goals for the future of humankind than to ensure steady improvement in the quality of life for this and future generations, in a way that respects our common heritage - the planet we live on."

- United Nations Decade of Education for Sustainable Development 2005-2014
Sustainability and Globalisation
"The UN Decade of Education for Sustainable Development (2005-2014) seeks to mobilize the educational resources of the world to help create a more sustainable future."

- UNESCO, 2014
"Environmental education for sustainability is a concept encompassing a vision of education that seeks to empower people of all ages to assume responsibility for creating a sustainable future."
- UNESCO, 2004
"Educating for a Sustainable Future"
Who's heard of it?
Melbourne Declaration
Goal 2: All young australians become successful learners, confident and creative individuals, and
active and informed citizens
.
Australian Curriculum
How well do you know the curriculum...
Going Global
"This statement provides a nationally agreed
description of the nature and purpose of
environmental education for sustainability through
all years of schooling, including a vision and a
framework for its implementation."
Active and informed citizens: work for the common good, in particular sustaining and improving natural and social environments
A commitment to action
Promoting world-class curriculum and assessment
"In addition, a focus on environmental sustainability will be integrated across the curriculum and all students will have the opportunity to access Indigenous content where relevant"
What is the symbol for sustainability in the Australian Curriculum?
a)
b)
C)
Sustainability Curriculum Framework
Sustainability is a
cross curriculum priority

http://www.australiancurriculum.edu.au/Search?page=4&q=sustainability&fc=p!3
The United Nations Decade for Sustainable Development (2005-2014) is to integrate the principles, values and practices of sustainable development into all aspects of education and learning.
In the Classroom
… broadening, deepening and speeding up of world-wide interconnectedness in all aspects of life, from the cultural to the criminal, the financial to the environmental. An issue appears to be ‘a global shift’; that is, a world being moulded, by economic and technological forces, into a shared economic and political arena.

Source: Held, D. et al. (1999) Global Transformations: What is Globalisation?

.....is the closer integration of the countries and peoples of the world … brought about by the enormous reduction of costs of transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and people across borders.

Source: Stiglitz, J. (2004) Globalisation and its Discontents.

Postcolonialism
Economic globalisation
… the greater global connectedness of economic activities through international national trade, financial flows and transport, and the increasingly significant roles of international investment and multinational corportions

Environmental globalisation
… the increasingly global effects of human activity on the environment, and the effects of global environmental changes on people.

Cultural globalisation
… the connections among languages, ways of living, and fears of global homogeneity through the spread of North American and European languages and culture.

Political globalisation
… including wider acceptance of global political standards such as human rights, democracy, the rights of workers, environmental standards, as well as the increased coordination of actions by governments and international agencies.

As I wake up in a warm

bed
, I throw back the 
sheets
 and 
blankets
, get out of bed and put on my 
slippers
. I then go to the
bathroom
 where I wash with 
soap
 and water. Returning to my bedroom, I take off my pyjamas and put on my clothes and 
shoes
 for school. I look out the window to check the likely weather – cold and rainy – and decide that I had better wear a 
jacket
 to keep me warm. Downstairs in the kitchen, I eat a bowl of 
cereal
 and drink a cup of 
coffee
while watching 
CNN
. Realising I am running late, I rush upstairs to 
c
lean my teeth
. Downstairs again, I pull on my
jacket
 and hat, pick up my 
books
 and head out the door to the 
bus
 stop.

Each group will be given a extract from a document promoting sustainability to:
Suggest where the extract is from
State 3 key concepts relating to sustainability in the text- write these on sticky notes
Countries around the world getting involved:
Africa
Arab States
Asia and the Pacific
Europe and North America
Latin America and the Caribbean
… it is no longer possible to understand your local world unless you see it as belonging to systems much larger than itself – systems in which skylines and national boundaries are largely irrelevant. “here” is not only the centre of concentric circles but also where various global systems meet, for example systems of economics, politics, ecology and culture.

Source: Richardson, R. (2004) Here, There and Everywhere: Belonging, Identity and Equality in Schools, Trentham Books, Stoke-on-Trent, p. 12.

What makes a sustainable teacher?
Activity
Plan learning experiences that enable students to achieve the
learning objectives or outcomes, for example;

• understand and value the interdependence of social, cultural,
economic and ecological dimensions at local, national and global
levels;
• reflect critically upon how this interdependence affects communities, workplaces, families and individuals and be able to make appropriate decisions;
• develop attitudes and skills which are conducive to the achievement
of a sustainable future;
• appreciate and respect the intrinsic value of the whole environment and a sense of the sacred;
• develop an ethic of personal responsibility and stewardship towards
all aspects of the environment; and
• participate as active and involved citizens in building a
sustainable future.

What makes a sustainable learner?
After the overview of what makes a sustainable learner, discuss as a group what aspects you believe a good global teacher has in the department of sustainability. Use the
paper given to write down ideas.

What makes a sustainable teacher?
Help students understand the complexity of concepts involving the environment and the
roles of the ideas supporting sustainability
We must encourage students to yearn for
further understanding and exploration into sustainability, however this may be prompted throughout their learning with constant motivation.
Help students understand what is a good
decision to make about environmental issues.
Encourage the students to be engaged and interested in the learning of sustainability.


What makes a sustainable teacher?
Recommended Reading –
Globalization and the Preparation of Quality Teachers
:
Rethinking Knowledge Domains for Teaching.
Main Points:
What might quality teaching mean in a global
context?
What should globally competent teachers
know and be able to do?
What are some of the issues, dilemmas, barriers, or structures that seem to interfere with teacher education reform and hinder movement towards internationalization in teacher preparation?

What makes a sustainable teacher?
(1)
personal knowledge
/autobiography and philosophy of teaching;
(2)
contextual knowledge
/understanding children, schools, and society;
(3)
pedagogical knowledge
/content, theories, methods of teaching, and curriculum development;
(4)
sociological knowledge
/diversity, cultural relevance, and social justice; and
(5)
social knowledge
/cooperative, democratic group process, and conflict resolution

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/success-stories/
Focus on Australian schools
Why are sustainable practices important in classrooms?
Illustration of Practice
Sustainability
"Sustainability is based on a simple principle: Everything that we need for our survival and well-being depends, either directly or indirectly, on our natural environment."
- US EPA, 2014

Hence, sustainability aims to create and maintain the conditions under which humans and nature can exist in productive harmony, that permit fulfilling the social, economic and other requirements of present and future generations.
Peace
Youth Culture
Migration
Pop Culture
Technology
Sustainability
Post Colonialism
Refugees
Education for sustainable development helps us to develop the
attitude
,
skills
and
knowledge
to make informed decisions for the benefit of ourselves and the others, now and in the future.
Education
about
the environment focuses on students’ understanding of important facts, concepts and theories.
Education
in
the environment involves students in direct contact with a beach, forest, street or park to develop awareness and concern for the environment.
Education
for
the environment aims to promote a willingness and ability to adopt lifestyles that are compatible with the wise use of environmental resources.
A framework to support education for sustainability from Kindergarten-Year 10.
http://www.environment.gov.au/system/files/resources/9b2e74ca-c909-4d57-bae3-c515c20957de/files/curriculum-framework.pdf
Thoughts on Globalisation
A child born today will be faced as an adult, almost daily, with problems of a global interdependent nature, be it peace, food, the quality of life, inflation, or scarcity of resources. He (sic) will be both an actor and a beneficiary or a victim in the total world fabric, and he may rightly ask:
“Why was I not warned?

Why was I not better educated?

Why did my teachers not tell me about these problems and indicate my behaviour as a member of an interdependent human race?”

It is, therefore, the duty and the self-enlightened interest of governments to educate their children properly about the type of world in which they are going to live. They must inform them of the action, the endeavour, and the recommendations of their global organisations and prepare their young people to assume responsibility for the consequences of their actions and help in the care of several billion more fellow humans on Earth.

Source: Muller, R. (1982) New Genesis. Shaping a Global Spirituality, Doubleday, New York.
Full transcript