Children, Family and the Community February 2011 Nuella Flynn – Secondary Education Officer

1. One World Centre Children, Family and the CommunityFebruary 2011Nuella Flynn – Secondary Education Officer The global community

2. What is globalisation? Last week Ali Abbas, the 13 year-old Iraqi boy who lost his arms during an air raid on Baghdad, continued his recuperation in a hospital in Kuwait, wearing a T shirt emblazoned with a picture of his hero, an English soccer star who is about to start a promotional tour of Japan after having just been traded to a Spanish club in a deal – vital to the fortunes of a German shoe company – that merited an editorial in the New York Times and that was brokered by a sports agency owned by a company from San Antonio, Texas. Source: Time magazine, June 2003

3. One World Centre Today’s session: • Introduction to global education • The state of our world community • Characteristics of a socially sustainable community • Tools for exploring sustainability • Diverse communities • Tools for exploring perspectives • Youth participation in community development Psst! I’ll e-mail you copies of all these slides and activities if you’d like me to!

4. One World Centre What is a global citizen?

5. One World Centre A global citizen? • is aware of the wider world, shares a sense of community and has a sense of their own role as a world citizen • respects and values diversity • is willing to act to create a future where the rights of all people, social justice and sustainability are more secure • is willing to take responsibility for their actions

6. One World Centre

7. "Global Education is a process that helps students participate effectively in the development of a better world for all" Calder and Smith, 1991 “Global education provides students with conceptual knowledge and skills, and helps to develop positive attitudes and values and a willingness to participate actively in shaping the future.” AusAID One World Centre What is Global Education?

8. One World Centre Educating for global citizenship… …is Questioning and thinking Knowledge, skills, values and action Complexity Global connections in the everyday Relating to the each other Relating to our environment …is not Too difficult for the young All about other places Telling people what to think Simple solutions An extra subject Raising money (Source: Adapted from Oxfam UK)

9. One World Centre A model of our world community

10. One World Centre Global Perspectives in CFC

11. Global Perspectives in T&E How have people used technology to meet their needs? Is this product or technology needed? What impact does this have on the environment? How can this product be most sustainable?

12. Global Perspectives in T&E Explore the design of technology from different places Learn from the other families, communities and cultures Question the assumptions and perceptions we have of other cultures and what people want or need

13. Global Perspectives in T&E How can communities be developed which improve people’s lives? How are conflicts about different values decided in the technology process? Skills required for working together

14. Global Perspectives in T&E Whose needs or wants were considered in the technology process? Does the design of the product discriminate against anyone? Does the production of the technology cause damage to anyone? How can technology overcome inequities?

15. Global Perspectives in T&E • How the designs of objects from different places influence each other. • How people in one place are affected by technology in another place.

16. Sustainable Development is development which…“meets the needs of the present without compromising the ability of future generations to meet their own needs” Brundtland Report, 1983 One World Centre What is sustainability? “The protection and replenishment of our natural environment, and the development of just, diverse societies supported by effective economies.” The Australian Sustainable Schools Initiative WA (AuSSI-WA)

17. Sustainable Schools Initiativewww.det.wa.edu.au/sustainableschools Supporting school communities to adopt behaviours that reduce their negative impact on the natural environment, whilst also promoting social and economic wellbeing, i.e. reducing their ‘ecological footprint’ and increasing their ‘social handprint’.

18. Sustainability Interlocking model of sustainability

19. Nested model of sustainability Environment Society Economy

20. A look at socially sustainable communities What would you look for in a socially sustainable community? Give me 3 things you might see…

21. One World Centre Social sustainability • Socially sustainable communities are equitable, diverse, connected and democratic and provide a good quality of life. • Socially sustainable communities actively support the capacity of current and future generations to create healthy and livable communities. From the ‘Housing and Sustainable Communities Indicators Report’, WACOSS 2002

22. Principles of social sustainability • Equity • Fair and just opportunities and outcomes for all members of the community, particularly the most vulnerable From the ‘Housing and Sustainable Communities Indicators Report’, WACOSS 2002

23. Principles of social sustainability • Diversity • The community promotes and encourages diversity From the ‘Housing and Sustainable Communities Indicators Report’, WACOSS 2002

24. Principles of social sustainability • Interconnectedness • The community provides processes, systems and structures that promote connectedness within and outside the community From the ‘Housing and Sustainable Communities Indicators Report’, WACOSS 2002

25. Principles of social sustainability • Quality of life • The community ensures that basic needs are met and fosters a good quality of life for individuals, groups and communities From the ‘Housing and Sustainable Communities Indicators Report’, WACOSS 2002

26. Principles of social sustainability • Democracy and governance • The community provides democratic processes and open and accountable governance structures From the ‘Housing and Sustainable Communities Indicators Report’, WACOSS 2002

27. Curitiba, Brazil What’s sustainable about Curitiba?

28. One World Centre Exploring sustainability in the classroom

29. Sustainable design abacus

30. One World Centre Exploring diversity in the classroom

31. One World Centre Perceptions “If students personally believe it is important to broaden their views of another group or culture, they are more likely to do so than if they are simply exposed to more and more information. If students can understand why they have the views they have, and recognise the limiting conditions in which they were formed, they can then…broaden their images of others.” Dr George Otero What am I lookingat? Hawker Brownlow Education p5.

32. RUMOUR CLINIC From Theme Work: Approaches for Teaching with a Global Perspective. Development Education Centre

34. One World Centre Exploring diversity through photos • Photos connect us with the real world in distant places. • Photos can be used to represent diversity around the world. Photos can be used in a variety of ways to encourage students to talk about their ideas, question assumptions, ask questions and make predictions. • Questioning: thinking broadly about what we see • Captions: do they change what we see? • Labelling with loaded words: explore stereotypes • Bias: explore representations in the media • Others: Generate Statements, Answer Open Questions, Add Speech Bubbles, Predict Beyond the Frame, Clusters,, Telling a story, Viewpoints, Acting it out Try: “Using photographs” at www.tidegloballearning.net

35. Daily activities Work of children Learning Women Food Health Shelter Celebrations Urban/rural life Environment Focus areas for studying diversity in children, families and communities of the world

36. Can be applied to the exploration of any issue Encourages pupils to start asking questions about the influences of environmental, social, political and economic dimensions. The Development Compass Rose

37. NaturalThese are questions about the natural and built environment - the land, the sea, living things, infrastructure and their relationship to each other. EconomicThese questions are about money, trading and ownership, buying and selling  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 SocialThese 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

38. Youth-initiated, shared decisions with adults Youth-initiated and directed Adult-initiated programs or projects, shared decision-making with youth. Consulted and informed Assigned but informed Tokenism. Decoration Manipulation Non-participatory Hart’s Ladder of ParticipationFrom tokenism to citizenship Roger Hart, “Children's Participation: The Theory And Practice Of Involving Young Citizens In Community Development And Environmental Care”, UNICEF, 1997

39. One World Centre The Global Education Website www.globaleducation.edna.edu.au

40. facebook.com/oneworldcentre

41. One World Centre Educating for a just and sustainable world. One World Centre is a global education resource centre that provides: • Professional development opportunities • Free workshops available for member schools • Working with whole schools, individual departments or small groups of teachers • Library resources on global development issues. • Come into the library or search our online catalogue • Sent out and returned at no charge to your school • Regular information about our activities via the newsletter • Community education projects

42. One World Centre “Children will need to help us go beyond the environmental dictum coined in the 70’s, to ‘think globally, act locally’. The new call will be for citizens to think and act, both locally and globally.” Some closing words from Roger Hart on children’s participation in community development and environmental care.