Doorway No. 8 The Global Dimension: the final frontier or the foundation for

all?

Who am I?

Jane CarpenterEducation Programme Co-ordinator

Development Education Centrebased in Cambridge

www.harambeecentre.org.uk

jane.carpenter@harambeecentre.org.uk

Aims for the session1. To break down the Global Dimension

and explore how it relates to and supports your plans for a Sustainable School

2. To share some Global Dimension activities and methodologies

3. To showcase examples of good practice and signpost resources and local sources of support for the Global Dimension.

What is the Global Dimension?

Global Citizenship, Conflict Resolution,

Social Justice, Values and Perceptions,

Sustainable Development,

Interdependence, Human Rights, Diversity

Source: Developing the Global Dimension in the School Curriculum p12 and 13

DfES March 2005

‘

The global dimension is notjust a set of key conceptsthat have to be learnt. It is

about ways of engaging andrelating and ways of thinking

and knowing.’

Source: quote and diagram p11 in ‘Teaching the Global Dimension:

A handbook for TeacherEducation’ 2009 £10.00 www.dep.org.uk

Our responsibility as educators

Before you have finished your breakfast this morning you’ll have relied on half the worldMartin Luther

King

We are all Global Citizens – but what type of Global Citizens?

• what knowledge, skills and attitudes do we have?

• How do we choose to act (or not)?

• Uses real life examples (local and global) and enables students to understand the wider context to local issues

• Builds an understanding of the inter connective and interdependent nature of society

• Allows for young people to become active citizens (taking responsibility in local and global contexts)

• Involves the whole school – young people, teachers, learning support, staff, governors, parents

• Develops skills (in pupils and teachers) to be open minded, to be open to change and to have the ability to ‘unlearn’- critical thinking – challenging perceptions and bias

It embraces …Sustainable Schools, Eco Schools Award,Every Child Matters,Values-based Education,Community Cohesion,Diversity and Respect for All,International links for learning, SEAL, PLTS, Creativity, Excellence andEnjoyment, Subject areas, Cross curriculum dimensions

WHOLE SCHOOL CURRICULUM WHOLE SCHOOL COMMUNITY

The Global Dimension …

Common Pitfalls

‘Global is about somewhere else’ Doing good’ … that avoids thinkingManipulative activity leading to ‘right

answers’Failing to acknowledge our own

perceptions and biasIts all doom and gloom

Source: Enabling Global Learning through the KS3 Curriculum Tide Global Learning p 15

www.tidegloballearning.org.uk

Quote to reflect on …

The future is not a result of choices among alternative paths offered by the present, but a place that is created - created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them, changes both the maker and the destination John Schaar, American scholar and political theorist, 1928-

GD Methodologies• Values-based and critical-thinking

activities: debates, role-play, value lines, drama, Development Compass Rose

• Philosophy for Children (P4C) www.sapere.org.uk

• Open Space for Dialogue and Enquiry (OSDE)

www.osdemethodology.org.uk

“Methodologies which aim to encourage children (or adults) to think critically, caringly, creatively and collaboratively.”

• Mantle of the Expertwww.mantleoftheexpert.com

“A dramatic-inquiry approach to teaching and learning"

Global Dimension and Sustainable Schools

A commitment to care• Sustainable schools have a

caring ethos – care for oneself, for each other (across cultures, distances and generations) and for the environment itself (far and near).

• Schools are already caring places, but a sustainable school extends this commitment into new areas. It cares about the energy and water it consumes, the waste it reduces, the food it serves, the traffic it attracts, and the difficulties faced by the people living in its community and in other parts of the world.

Opportunity• Growing interdependence

between countries changes the way we view the world and ourselves. Schools can respond by developing a responsible, international outlook among their young people, based on an appreciation of the impact of their personal values and behaviours on global challenges.

Recommendation (by 2020)• The Government would like all

schools to be models of global citizenship, enriching their educational mission with activities that enrich the lives of people living in other parts of the world.

UN Millennium Development Goals

to halve global poverty by 20151. Eradicate extreme poverty and

hunger2. Achieve universal primary

education3. Promote gender equality and

empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV & AIDS, malaria &

other diseases7. Ensure environmental

sustainability 8. Develop a global partnership for

development www.un.org/millenniumgoals

Resource: ‘Change the World

in 8 steps’ £15.00

www.oxfam.org.uk/education

Measuring Attitudinal change

Embedding the GlobalDimension involvesattitudinal change …

so it requires differentsuccess criteria andtools for assessmentof learning

‘How do we know it’s working?’

a tool kit for measuring attitudinal change, RISC 2008

Global Dimension Local Support

Harambee Services• Primary and Secondary packages

of support

• Educating for a Global Future ~free support to secondaries with making progress on the global dimension

• CPD and INSET

• Resources Centre ~ books, teaching packs, photo packs, maps, DVDs etc.

• Support for Global School Partnerships

EES Global Thinking Support

• Global Thinking website www.global-thinking.org.uk

• Grants (up to £3000) for Curriculum Development Projects

• Professional Development Grants (up to £1500)

• Teacher Networks (supply cover and travel expenses)

• ITE Global Dimension support

• LA Global Dimension support

Curriculum Development Grant Case Study

East Bergholt Primary School in Essex, along with their partner school in Uganda, Buhumba Primary School, decided to explore sustainable energy and livelihoods with their pupils

• Pupils learnt about Global Warming and its causes, exploring how people impact on climate change and how sustainable choices can be made

• Pupils built different types of cooking stoves (used in Uganda) and investigated the fuel efficiency

• Visited Old Hall, a local organic farming community living sustainably in East Bergholt

• Climate Change Scheme of Work was written by East Bergholt teachers

The Wise Wombat

• http://www.globalcommunity.org/flash/wombat.shtml

• http://www.globalcommunity.org/flash/wombat.shtml