School of Education and Lifelong Learning Global Dimension / London 2012:

1. School of Education and Lifelong Learning Global Dimension / London 2012: Cross-Phase PD Day – 18th January 2012 University of East Anglia Global Learning in the 21st century Clive Belgeonne Project Worker DECSY (Development Education Centre, South Yorkshire) clive@decsy.org.org www.decsy.org.uk

2. What I am going to talk about • Challenges of 21st century learning • What is global learning / global dimension? • How does it relate to learning and teaching? • Some ideas for how to engage with global learning in the classroom and beyond

3. Challenges of 21st Century living • What are the key challenges facing the young people that you teach in the 21st century? • Think - Pair - Share

4. Challenges of 21st Century living Does our education system prepare young people to meet these challenges? A) Yes, very well B) Yes, well enough C) No, not very well D) No, not at all

5. 21st century learning contexts I am going to show you two different video stimuli. In each case think about: a) How does it make you feel? b) What does it make you think? c) What are the values / messages behind it (assumptions & implications)?

6. 21st century learning - context A: Shift Happens: Bringing Education Into The 21st Century http://www.youtube.com/watch?v=Ig27w_YIx0s

7. 21st century learning – context B: We are the people we’ve been waiting for… (Clip available at) www.youtube.com/watch?v=VRi8_fXz1D8 (Free copy available from) www.wearethepeoplemovie.com

8. Contra-national or International / Global Education? Adapted from Robin Alexander 2008: 123

9. 21st century learning Which of these views of current education and what’s actually needed in the 21st century are most valid to you? What are the implications for teacher training and school management?

10. 21ST CENTURY SCHOOLS “The world is changing fast: many of today’s most popular graduate jobs did not exist 20 years ago. It will continue to change fast and unpredictably, so today’s young people will need to be able to learn and re-train, think and work in teams and to be flexible, adaptable and creative. They also need to develop a sense of responsibility for themselves, for their health, for their environment, and for their society. They need to develop respect and understanding for those from different backgrounds, and the confidence and skills to make a positive contribution to their community. (Your child, your schools, our future: building a 21st century schools system, DCSF, 2009)

11. 21C CONTEXT Information Diversity Multiplicity (contexts, voices) Complexity Inter-connectedness Change Uncertainty (Adapted from Vanessa Andreotti) How can you meet the needs of learners of tomorrow? How can those educated in the 20C meet needs of those in 21C?

12. What is global learning? critical and creative thinking; self-awareness and open-mindedness towards difference; understanding of global issues and power relationships; optimism and action for a better world. “To meet the global challenges we face, we urgently need leadership and innovation from all members of society, not just a few. This is the key challenge for all major institutions in the twenty first century. We therefore commit through our work to support UK citizens to learn about global issues and our interdependence in order to promote a more just and sustainable world.” (Global Learning / Global Learning Charter, Think Global: The Development Education Association www.think-global.org.uk )

13. Support for Global Learning Research with school pupils (Ipsos MORI, 2008) highlights that over three-quarters (78%) think it is important that schools help pupils to understand what people can do to make the world a better place. Research with teachers (Ipsos MORI, 2009) found that the vast majority of teachers in England see learning about global issues as an important aspect of teaching in schools: 94% feel that schools should prepare pupils to deal with a fast-changing and globalised world. Research amongst wider society (Ipsos MORI, 2010) finds that almost nine in ten (86%) of the British public agree that learning about global issues in school is crucial if these issues are to be tackled in future. Research with parents (YouGov, 2011) shows that the overwhelming majority of parents of school-age children think it is important that schools teach about global issues such as environmental sustainability (84% of parents) and international poverty (73%) Think Global and Oxfam response to National Curriculum Review 2011 www.think-global.org.uk

14. What is the global dimension? “The global dimension explores what connects us to the rest of the world. It enables learners to engage with complex global issues and explore the links between their own lives and people, places and issues throughout the world. (…) It helps learners to imagine different futures and the role they can play in creating a fair and sustainable world.” Global Dimension in Action QCDA 2007

15. 8 Key concepts of the Global Dimension • global citizenship • sustainable development • social justice • values and perceptions • diversity • interdependence • conflict resolution • human rights www.globaldimension.org.uk

16. How? Ways of engaging and relating: Learning and teaching approaches that are • active (engage in discussion, higher order thinking etc.) • participatory (allow negotiation of areas of what and how we learn) • democratic (allow for shared decision-making) • inclusive (recognise individual needs / diverse backgrounds) • critical (develop a constructively questioning habit of mind) • experiential (learn from reflection on doing) • empathic (able to understand and communicate the context of others) • dialogical (use the power of talk to extend thinking and understanding) Ways of engaging need to consider and encourage informed and ethical action beyond the classroom. Adapted from Belgeonne C (2009)Teaching the global dimension: A Handbook for Teacher Education - also in www.sealgd.org.uk CPD Teaching Tools

17. How? Ways of thinking and knowing: • Making local to global connections + • Acknowledging and appreciating a diverse range of perspectives (Ibid.) “We see the world as ‘we’ are, not as ‘it’ is; because it is the ’I’ behind the ‘eye’ that does the seeing.” Anais Nin

18. Links between GD and Citizenship issues Active involvement + opportunities both to develop their learning and to put it into practice in ‘real life’ situations. • real – actually affect people’s lives • topical – current today • ultimately moral – relate to what people think is right or wrong, good or bad, important or unimportant in society • sometimes sensitive – can affect people at a personal level, especially when family or friends are involved • often controversial - people disagree and hold strong opinions about them. Huddleston & Kerr, 2006

19. Do you consider yourself a global citizen? • Yes • No • Not sure • Say why you gave this response to the person sitting next to you.

20. In order to help pupils understand their place in the world, we need to have some idea of our own place and our perspective on the world. (with thanks to Rosie Wilson, Lifeworld’s Learning www.lifeworldslearning.co.uk )

21. A global citizen according to Oxfam… • Is aware of the wider world and has a sense of their own role as a world citizen • Respects and values diversity • Has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally • Is outraged by social injustice • Participates in and contributes to the community at a range of scales from local to global • Is willing to act in order to make the world a more equitable and sustainable place • Takes responsibility for their actions. Curriculum for Global Citizenship -Oxfam (1997) www.oxfam.org.uk/education/gc

22. Fair Trade: what arethe issues?

23. “Education influences and reflects the values of society and the kind of society we want to be” (National curriculum values and purposes) www.polyp.org.uk

24. Can we teach values? Teaching methodology: ‘value line’ / 4 corners Strongly agree Agree Disagree Strongly disagree

25. Examples: 1A) There are too many cars on the road. 1B) I would find it hard to do my job as a teacher without a car. 2A) Air travel is a major and growing contributor to climate change. 2B) Air travel helps to promote international understanding.

26. Thoughts about global learning • “Sheer amount of work that has to be covered – a feeling that there is no room for the global dimension and linked to this… the need to concentrate on ‘the end result’ such as grades for GCSEs and SATs. If it doesn’t have to be done (ie if it’s not assessed) it won’t get done …” • “A lot of thought, consultation and careful planning needs to go in … especially if they are to connect to 'bigger picture' issues. The global dimension needs threading in throughout the course. This takes time to effect…” • “I think that’s where a lot of people fall down. They tend to think that they have to teach the QCA schemes of work but if you look at the National Curriculum it’s so flexible….” Trainee Teachers - Manchester Metropolitan University

27. VISUALISING OUR GLOBAL LEARNERS • Attributes: Active citizens Empowering/Feeling empowered Sense of fairness Understanding Empathy Moral dimension Appreciation for others and where things come from Tolerance for others Open mindedness Receptive to change Value other opinions, appreciate a different point of view Respecting difference Wanting to find out about others • Skills: Communication Language Ability to step outside comfort zone Conflict resolution Research /ICT: ability to discriminate sources and their purpose Debate /listening: articulate&justify a view Discussion Able to challenge Enquiring mind Listen to opinion of others Knowledge and understanding: Self-awareness Diversity/Recognise similarities & differences Action impacts change (and future) Social justice Equalities/inequalities Cultural awareness Economic awareness Interdependence Self to local, community to global: where they are, how we affect others, what they can do to make a difference Access info to make informed judgements Understanding of fairness Circle of life Different types of community Knowledge of current events (locally and world-wide) Issues that face planet Limits of resources /Sustainability Activity done with primary teachers taking trainees for Community Engagement project at Liverpool Hope University, 2009-10.

28. What tools might you use? • Cartoons (Polyp, Steve Bell, etc) • Films • Images • News media • TV programmes • Web - YouTube, websites, E-Dev etc • NGO / DEC resources • Your community (local to global) No. 1 rule: lead by example: be critical of every resource that you use No. 2 rule:do the thinking to make the resource effective (with thanks to Rosie Wilson, Lifeworld’s Learning www.lifeworldslearning.co.uk )

29. Self Other Global Dimension World SEAL and the Global Dimension project www.sealgd.org.uk

32. Happy Planet indexwww.happyplanetindex.org Life Expectancy Life Satisfaction Ecological Footprint

33. Linear vs. circular economy Ellen Macarthur Foundation www.ellenmacarthurfoundation.org The Big Idea www.ellenmacarthurfoundation.org/convince_me Get Loopy www.ellenmacarthurfoundation.org/videos?video=The%20Ellen%20MacArthur%20Foundation%20-%20Get%20Loopy!

34. Transfomative education There is strong evidence that by becoming actively engaged in their own schooling and their own learning, children can experience greater cognitive, emotional and social development. Transformative Education Bivens, Moriarty & Taylor 2009

35. It’s up to you… The Government is fully committed to sustainable development and the importance of preparing young people for the future. Our approach to reform is based on the belief that schools perform better when they take responsibility for their own improvement. We want schools to make their own judgments on how sustainable development should be reflected in their ethos, day-to-day operations and through education for sustainable development. Those judgments should be based on sound knowledge and local needs. www.education.gov.uk/schools/toolsandinitiatives/sustainabledevelopment/a0070736/what-is-sustainable-development

36. Proposed curriculum aims • Satisfy economic needs • Appreciate national cultures (while recognising diversity and encouraging responsible citizenship) • Provide opportunities for participation in a broad range of educational experiences • Support personal development and empowerment • Promote understanding of sustainability in the stewardship of resources locally, nationally and globally Framework for National Curriculum Dec. 2011

37. FRAMEWORK FOR SUSTAINABLE SCHOOLS Begins with a vision – a vision of care: • care for oneself • care for each other (across cultures, distances and time) • care for the environment (both far and near).

38. THEMES OR ‘DOORWAYS’ Energy and water Purchasing and waste Buildings and grounds Food and drink Inclusion and participation Local well-being Travel and traffic Global dimension

39. Need for ‘joined-up’ learning Sustainable Schools strategy www.teachernet.gov.uk/sustainableschools

40. “The knowledge and understanding that the pupils gained at school contributed to their leading more sustainable lives at home which, in turn, led their families to re-examine their lifestyles and use of resources.” (Educationfor sustainable development: Improving schools – improving lives, Ofsted, 2009) Kingsmead primary schoolwww.kingsmead.cheshire.sch.uk

41. Ashden Awards for Sustainable Schools – National Winner 2007 Woodheys Primary, Sale www.woodheys.trafford.sch.uk

42. Rite2No – action on climate change www.digitalvoice.org.uk/projects/detail/rite2no

43. “From whichever point one starts, and however one defines it, a global dimension in 21st century education is essential.” (Children, their World, their Education: Final Report and Recommendations of the Cambridge Primary Review, 2010) “Where schools had started engaging children with global and local realities as aspects of their education they were noticeably more upbeat. In several schools children were involved in environmental projects and the sense that 'we can do something about it' seemed to make all the difference” (www.primaryreview.org.uk)

44. A parallel education? The average young person in a country with a strong computer game culture will have spent over 10,000 hours playing online games by the age of 21 This equates almost exactly with the amount of hours spent in compulsory schooling for a pupil with full attendance Jane McGonigal: Gaming can make a better world www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html

45. Learning from experience www.youtube.com/watch?v=c_YMMcvP8Tk

46. Lost generation? www.youtube.com/watch?v=42E2fAWM6rA

47. Effective practice in global learning • Effective practice tends to be stimulated by people, rather than by materials • Sufficient printed resources already exist, but many teachersneed support to find the best ones • The moral case for global learning is not enough on its own to encourage teachers to pursue effective practice • Where resources or training programmes are developed, these are more effective if teachers have some degree of ownership over them • Specialists in this area need to have support of their wider school environment • There is often tension between quality and scalability of support Global learning in schools: a review of what works Max Hogg, Think Global 2010

48. Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Has the trainee: • Critically evaluated their own values and attitudes to diversity and global issues? • Communicated positive attitudes and values towards global dimension concepts? • Developed an awareness of the needs of others from different backgrounds? (Clive Belgeonne. Teaching the Global Dimension: A Handbook for Teacher Education, DEP, 2009.)

50. A new model for school partnerships Justice Charity www.carbonpartners.org.uk