The Global Teacher

1. The Global Teacher “You must be the change you wish to see in the world.” Mohandas Gandhi 1869 - 1948

2. If so, what would they look like? Do global issues need a “global teacher” and a “global classroom”? Boyd Roberts ECIS Pre-conference, November 2007

3. The Global Teacher • Why are global issues so important? • Is teaching about global issues like teaching any other material? • When teaching about global issues, what are we trying to achieve? • In what ways should our students be different because of learning more about global issues?

4. Global “issues” Two meanings

5. 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. Curriculum Corporation (2002), Victoria, Australia

6. goodA /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. Curriculum Corporation (2002), Victoria, Australia

7. A global citizen • 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 • is outraged by social injustice

8. A global citizen… • participates in the community at a range of levels, from the local to the global • is wiling to act to make the world a more equitable and sustainable place • takes responsibility for their actions Oxfam 2006

9. Skills Oxfam (2006) IB (Hill 2007) Critical reflection Problem-solving Inquiry Working collaboratively Cultural literacy Lifelong learning Conflict resolution Transdisciplinary and holistic learning • Critical thinking • Ability to argue effectively • Ability to challenge injustice and inequalities • Respect for people and things • Co-operation and conflict resolution

10. Attitudes and values • Sense of identity and self-esteem • Empathy • Commitment to social justice and equity • Value and respect for diversity • Concern for the environment and commitment to sustainable development • Belief that people can make a difference Oxfam (2006)

11. Dimensions of learning observed in global issues teaching CognitiveLearning new facts and concepts AffectiveFeelings associated with the new facts and concepts ExistentialFeelings may prompt consideration of deeper issues such as the meaning of life EmpowermentIf resolved, existential feelings can lead to a sense of personal responsibility and commitment ActionInformed personal social and political action Rogers (1998)

12. ACT CARE “SHARE” AWARE Desirable outcome e.g. caring for making a difference  Caring about in real situations only Empathy – can be shown in real-life and fictional situations Knowledge about the issue acquired indirectly (read about or taught) acquired through experience

13. Pre-requisite for but does not necessarily lead to action Pre-requisite for but does not necessarily lead to caring about something ACT CARE about AWARE

14. ACT CARE about “SHARE” AWARE Global citizenship Level of awareness

15. A global teacher • demonstrates and promotes an informed, critical and reflective interest in important and complex issues and concerns • recognises local, national and global dimensions in important issues • embraces and welcomes diversity • is a facilitator

16. A global teacher • believes in human potential • is concerned with the development of the whole person • employs a range of teaching / learning styles in the classroom

17. A global teacher • is actively learning and seen to be so • promotes independent learning in others • can work with students as a co-learner

18. A global teacher • says what (s)he believes and believes what (s)he says • sets their work in context, and works collaboratively with others inside the school and in the wider community

19. A global teacher • is concerned with the future, and optimistic about it • is caring • believes in the ability of the individual to make a difference, and encourages his/her students to believe and act accordingly

20. Utopia World School Motto: The impossible done immediately. Miracles take a little longer GLOBAL TEACHER WANTED Minimum qualifications: Only saints and angels need apply (Superheroes preferred)

21. A global teacher is a person who • is prepared to show their humanity and fallibility in their work

22. Handling controversial issues

23. A controversial issue is one in which: • the subject /area is of topical interest • there are conflicting values and opinions • there are conflicting priorities and material interests • emotions may become strongly aroused • the subject/area is complex Claire and Holden, 2007, after Perry

24. Styles of interaction Pedagogic dialogue Dialogic pedagogy Teachers and students share control Directed towards exploring possibilities “Wrong” answers and risk-taking are valued Open-ended teacher questioning Students have more “talk time” than teachers Inclusive participation  Unpredictable Truth is the shared outcome Skidmore (2002) • Controlled by teacher • Directed towards “right” answers • Right answers are valued  • Closed teacher questioning  • Teacher has more “talk time” than students • Limited participation • Outcome focused • Teacher owns the truth

25. Dialogic teaching is • Collective Teachers and students address learning tasks together, whether as a group or a class • Reciprocal Teachers and students listen to each other, share ideas and consider alternative viewpoints • Supportive Students express their views freely, without fear of embarrassment over “wrong” answers; they help each other to reach common understandings • Cumulative Teachers and students build on their own and each others’ ideas and develop them into coherent lines of thinking and enquiry • Purposeful Teachers plan and steer classroom talk with specific educational goals in view Alexander, 2004

26. Handling controversial issues Establish some ground rules: • Only one person talking at a time – no interrupting • Show respect for the views of others • Challenge ideas not people • Use appropriate language – for instance no racist or sexist comments; no abusive language • Ask everyone to express his/her view to ensure that everyone is heard and respected • Students should give reasons why they have a particular view • Oxfam, 2006 Teaching controversial issues

27. Handling controversial issues Consider the role(s) you will adopt as a teacher.

28. Teacher’s role in teaching controversial issues

29. Research on teaching controversial issues (Oulton et al,2004) • Acknowledge that balance is impossible to achieve in our teaching, and therefore make students aware of how to detect bias for themselves.

30. Research on teaching controversial issues (Oulton et al,2004) cont. • Avoid strategies that encourage students to make up their minds prematurely. Rather encourage open-mindedness, desire to acquire more information and willingness to change one’s mind. • Emphasise critical reflection, and recognising that prejudice comes from lack of this

31. Handling controversial issues • Prepare well Good background knowledge helps. Consider the role(s) you will adopt • Ensure: • Balance • Objectivity • Avoid bias

32. The Global Classroom

33. The global classroom Displays Layout etc Use of resources Materials used Contact with the outside Methodology • Classroom physical environment • Learning materials and methods • Classroom climate

34. Global classroom environment • Displays • Relating to global issues • Maps with different projections • Reflect diversity, including cultural, linguistic, ethnic and social diversity • Reflect diversity of viewpoints • Include reminders to students on how to detect bias • Up to date • Avoid stereotypes • Value students’ work • Screen displays

36. Territory size shows the proportion of all cellular telephone subscriptions found there in 2002 www.worldmapper.org

37. Global classroom layout • Chairs and tales set out to enable and encourage interaction and group work • Physical organisation to encourage independence and responsibility • Access to Internet for personal and group research within the classroom

38. The physical classroom environment can be enabling or disabling But, it is not enough As always, it’s the teacher that counts.

39. Global classroom: resource use e.g. • Use all resources and materials carefully • Avoid waste (of energy and materials, including food) • Use recycled paper, and use carefully when necessary. Use both sides • Re-use scrap paper • Recycling bins within the classroom

40. Global classroom materials • Diversity and variety of materials • Sourced internationally, where appropriate • Include reference to global issues • Varied perspectives, where appropriate • Check for bias etc • Inclusive on all fronts

41. Global classroom contacts • Organisations e.g. NGOs, UN agencies, national organisations concerned with global citizenship etc. • Outside speakers • Use of ICT e.g. global conferences • Get out of the classroom • School links

42. Global classroom methodology • Dialogic pedagogy • Students work collaboratively • Students assume a variety of roles, unrelated to gender and other characteristics • Focus on critical reflection and problem-solving • Make use of cultural diversity within the classroom

43. Global classroom climate • Affirming and open atmosphere based on mutual respect and trust • Respectful of rights of young people • Actively welcoming of diversity • Conscious of need to be inclusive • Encouraging all students to contribute – in appropriate and different ways, relating to their personalities, abilities and learning styles • Students share in decision-making

44. Young and Commins, 2002

50. I am only one, But still I am one. I cannot do everything, But still I can do something; And because I cannot do everything I will not refuse to do the something that I can do. • Edward Everett Hale 1822 – 1909 • American author and clergyman