Addressing global issues from all angles

1. I want a different world. One where I don’t wake up thinking I’m so lucky to be able to feed my daughter, and able to give people a clean drink of water. I don’t want images of starving babies at the breast in my mind. I want that to change. And if I want that, I had better do something about it. Emma Thompson, actor

2. Boyd Roberts ECIS November 2007 Addressing global issues from all angles

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

4. Authority or curriculum body e.g. national authority, IB, CIE School Department Teacher

7. Globally competent • able to function (live, study, work) in a wide variety of international contexts • speak several languages • aware of different cultural norms • able to relate to different cultures • has qualifications with wide international recognition

8. Global competence • is a neutral, descriptive term • is concerned with skills and knowledge, but does not presuppose particular attitudes and values • does not imply ethical behaviour • can only be demonstrated in different contexts – in different countries and cultures

9. Global responsibilityor responsible global citizenship • is concerned with global issues, wherever one is located • is concerned with living one’s life with awareness of how it affects the lives of the environment and others, on a global scale • is essentially an ethical position (though it depends upon being informed) • can be demonstrated wherever one lives in our global world

10. Addressing global issues from all angles • Governance • Mission statement • Ethos • Management • Policies • Procedures • Operations • School physical environment • Events, activities and occasions • Teaching and learning • Professional development • Connections • Specific initiatives and programmes • Implementation and monitoring

11. Developing the global dimension: GOVERNANCE • Informed • Principled • Operates with integrity • Open Should set the tone for the whole school

12. Developing the global dimension: MISSION • Specific reference to global issues / global citizenship or equivalent

13. Developing the global dimension: ETHOS • Exudes commitment to the attitudes and values of responsible global citizenship. • Affirms rights of individuals as well as their responsibilities to others. • Welcomes and celebrates diversity of all types - is inclusive. • Welcoming, safe and nurturing environment which affirms the self-esteem of all associated with it.

14. Developing the global dimension: ETHOS Student participation e.g. • Functioning, effective Student Council • Involvement in decision-making • Participation in selection of teachers • Welcoming visitors • Management of certain school operations, e.g. snack shop

15. A school or classroom council can enable students to develop their skills in • presenting reasoned arguments • listening and responding calmly to points of view that are critical of their own • contributing towards problem-solving on issues of mutual concern

16. working effectively with others to create social harmony • learning peer mediation skills • where necessary, having the courage and confidence to express a point of view that is not necessarily supported by others. • School Councils UK • www.schoolcouncils.org

17. Developing the global dimension: MANAGEMENT • Consultative • Participatory • Open • Responsibility post for Global Issues or similar?

18. Developing the global dimension: POLICIES e.g. • Environmental policy (reduce, re-use, recycle) • Oxfam suggests policies on Equal Opportunities and Behaviour Management. • Ethical sourcing policy relating to the ethical operations of suppliers of goods and services • Curriculum policy

19. Developing the global dimension: PROCEDURES • Procedures to ensure implementation of policies e.g. • Student grievance procedures • Transport/car and cycle parking arrangements • Ordering procedures • Budget heading specifically for Global Issues-related expenditure

20. Developing the global dimension: OPERATIONS Make sure things work in practice – that written policies and procedures are effectively implemented e.g. • temperature control of classrooms • cycle racks actually provided • Check that waste IS being sorted for recycling • effective monitoring of compliance

21. Developing the global dimension: ENVIRONMENT School environment in general • Building itself • Building operations e.g. heating, lighting, waste • Garden and grounds

22. Developing the global dimension: ENVIRONMENT Garden and grounds • Involve students in growing flowers, fruit and vegetables Learning through landscapes www.ltl.org.uk

23. Developing the global dimension: ENVIRONMENT Garden and grounds Keep chickens for eggs

24. Developing the global dimension: ENVIRONMENT Garden and grounds • Provide habitats for • indigenous species • Avoid using pesticides and • weedkillers • Avoid use of peat • Source plants from nursery-raised stock • Use wildlife gardening principles

25. Developing the global dimension: EVENTS, ACTIVITIES AND OCCASIONS • Global Citizenship Week, taking a particular theme each day. • Global Issues conferences or projects • Assemblies • Other activities which relate to global issues include • Model United Nations • Global Issues Network • Amnesty International activities • Environmental action and conservation groups • Community service activities

27. Developing the global dimension: TEACHING & LEARNING • What we teach the written curriculum – content - and our own modifications or interpretations of it • How we teach our teaching methodology • Where we teach the classroom or other learning environment • How we recognise change and development recording and assessment

28. Developing the global dimension: What we teach • Adda component specifically dealing with these issues • Modify or substituteone existing element of the curriculum to concentrate on this area • Permeate or infuse • one or more existing subjects, or • the entire written curriculum • Introduce a new curriculumwhich address global issues and the development of global citizenship more effectively

29. Core elements of the global dimension Hicks (2007) , adapted from Pike and Selby (2000)

30. Developing the global dimension: What we teach Add a component e.g. special course in Global or World Studies • Gives specific attention to global issues • Can have dedicated teacher But • Where does the time come from? Or what goes? • May have limited impact if number of staff involved is low • Can be perceived as peripheral

31. Developing the global dimension: What we teach Modify or substitute • Offer course(s) or element(s)in place of others e.g. IGCSE Global Issues and Citizenship (currently under development) IGCSE Development Studies IB World Studies extended essay (pilot) IB Ecosystems and societies Amend existing Personal/Social/Health Education programme

32. Developing the global dimension: What we teach Modify or substitute IB World Studies extended essay (pilot) Inter-disciplinary essay on an issue of global concern e.g. Do Multinational companies exploit labour? A study of wage-structures within the car industry in Mexico and Thailand . ECONOMICS, BUSINESS & ORGANIZATION, POLITICS, GEOGRAPHY. Declining female to male demographic ratios, their causes and consequences: the ‘missing women’ of China and North India POLITICS, BIOLOGY, GEOGRAPHY, ECONOMICS.

33. Developing the global dimension: What we teach Introduce a new curriculum Two curricula have specific references to international dimensions: • International Primary Curriculum • International Baccalaureate • Primary Years Programme • Middle Years Programme • Diploma Programme

34. Developing the global dimension: What we teach “A major problem in devising a curriculum for the schools of modern industrial, democratic and multicultural societies in an interdependent world environment is the sheer weight of knowledge crowding to get into the curriculum.” James Lynch (1989)

35. Developing the global dimension: What we teach Permeate or infuse Essentially, in relation to content, this is by • including the study of or reference to global issues wherever possible • drawing examples from diverse cultural, social, economic and national backgrounds.

36. Developing the global dimension: What we teach Permeate or infuse  Incorporate • Diversity • Global Citizenship • Conflict resolution • Social justice • Values and perceptions • Sustainable development • Interdependence • Human rights DfES 2005

37. Developing the global dimension: What we teach Permeate or infuse  Oxfam has developed a comprehensive curriculum in global citizenship • Knowledge and understanding • Skills • Vales and attitudes for the entire school age range. Education for global citizenship: a guide for schools Oxfam 2006 www.oxfam.org.uk/education

38. Knowledge and Components of our IB DP course understandings related to diversity Gp Gp Gp Gp Gp Gp ToK PSHE EE Int Act Res 1 2 3 4 5 6 Day of culture and beliefs Understand how accepted ways of behaving differ from one society to another Acquire specific knowledge relating to the cultures represented in the College Understand key points from different belief systems Understand the daily realities of people less fortunate than themselves Understand the key features of commonality across diverse cultures Understand the tension between forces leading to uniformity and those supporting diversity Appreciate the need to take a clear stand on issues relating to “ fairness ” St Clare’s, Oxford Allen, 2004

39. Developing the global dimension: How we teach For example: • Experiential and interactive learning • Dialogic pedagogy • Students taking responsibility for their own learning • Cooperative working • Encourage critical thinking • Use wide variety of source materials

41. Developing the global dimension: Where we teach Reflect a global dimension in the general school environment Develop a global classroom Get out of school!

42. Developing the global dimension: PROFESSIONAL DEVELOPMENT • Personal, individual • School-arranged on-site • Conference and other attendance • On-line • On global issues themselves • On issues related to teaching and learning • For non-teaching staff too

43. Developing the global dimension: PROFESSIONAL DEVELOPMENT • Websites of NGOs for training activities and general resources e.g. Oxfam • TeachGlobal • www.teachandlearn.net/teachglobal Free training developed by the UK Open University and the BBC World Service Trust • Exchanges and visits • Do the International Global Citizen’s Award

44. Developing the global dimension: CONNECTIONS • Establish relevant connections at all levels • Local • National • International / Global

45. Developing the global dimension: CONNECTIONS e.g. • Local action and pressure groups • NGOs • Other organisations and programmes with experience, resources and expertise • Other schools with similar interests (through ECIS?) • School partnerships / links

46. School partnerships • Increasing numbers of schools are establishing partnerships or links. • Often these involve a better resourced school linking with another less well resourced school in an economically poorer country.

47. School partnerships Benefits Potentially, such partnerships can • Generate enthusiasm and motivation for learning, action and positive change • Provide transforming experiences for students and teachers • Engage the whole school community positively • Provide real benefit to the partner

48. School partnerships But beware! There is a risk they can: • close minds instead of opening them • reinforce stereotypes • develop inappropriate attitudes of pity and sympathy rather than empathy • be disruptive rather than beneficial to the partner in the longer term See Oxfam “Building successful school partnerships” , 2007

49. School partnerships “First you came to us as missionaries, then you came as colonisers, now you come to us as linkers.” Participant in conference on linking, 2002 “We thought we were OK until our partners described us as poor.” Gambian linker • Prepare thoroughly • Read good practice guides Think as you link Oxfam “Building successful school partnerships” , 2007

50. Developing the global dimension: PROGRAMMES AND INITIATIVES • Sustainability in schools • IB community theme • Challenge 20:20 • International School Award (UK schools) • ASDAN awards • International Global Citizen’s Award