Controversial Global IssuesResourcing the Food Crisis

Alan ParkinsonSecondary Curriculum Development Leader

Geographical AssociationJohn McLaverty

Education Practice Project Manager Oxfam GB

- Menu -Amuse Bouche: Why is food a

controversial topic ?Starter: Example activity from

unitMain Course: Oxfam support

Dessert: Some teaching strategies

Cheese-board: Making it Living Geography

Liquers and coffees: What next ?

Introductions

• John McLavertyYouth and Schools Campaigner, London & SEOxfam GB• Alan ParkinsonSecondary Curriculum Development LeaderGeographical Association

The context...

Developing empathy for the geographies of others

“what has it got to do with me ?”

IPSOS MORI• A national survey, conducted by Ipsos MORI and

published April 2009 by the Geographical Association, found that 93% of 11-14 year olds believe it is important to learn about issues affecting people’s lives in different parts of the world, yet nearly two-thirds of young people think that not enough time is spent learning about the wider world in school.

• Over 90% of young people believe that it is important to learn about people, societies and cultures in other parts of the world, how and why changes to the world may occur in the future, and where resources such as food, energy and water come from.

What is a controversial issue ?

Why teach this controversial issue instead of the other controversial

issues that we could teach ?

Global Dimension

Elements of the global dimension

Explore and make sense of the big issues in the worldThink critically and creatively about topical and

controversial issuesDeconstruct issues and events, and study them from a

range of perspectivesDevelop self-awareness and a positive attitude to

differenceArgue a case on behalf of themselves and others

Reflect on the consequences of their own actions now and in the future

Link learning to taking responsible action

Main CourseJohn McLaverty

OXFAM resources on the issue of FOOD SECURITY and related areas

Education about Controversial IssuesThe World Food Crisis

John McLaverty

Youth & Schools Campaigner

‘Oxfam works with others to overcome poverty and suffering’

FAO food price index – April 20092000 – 90June 2008 – 214March 2009 – 141(prices of 6 main food commodity groups)

The world’s 2.7 billion poor people (<$2/day) spend up to 80% of their incomes on food

April 2009 – UK food prices rose by 18% during the previous year

“So long as the subject dwells on lateral moraines and the distribution of sheep in the South Island of New Zealand, one can understand why eyes might stray from the school room through the windows to the world outside”

Michael Palin on Geography

November 27 2007

Education for Global Citizenship is….

• asking questions and developing critical thinking skills

• equipping young people with knowledge, skills and values to participate as active citizens

• acknowledging the complexity of global issues• revealing the global as part of everyday local life• understanding how we relate to the environment

and to each other as human beingsOxfam ‘Education for Global Citizenship A Guide for Schools 2006 p3

Taking food (and other stuff) for granted

“We just live in a society that consumes and consumes and consumes.

Children think why can’t I just go and get this thing and take it off the shelf and buy it’

Melissa Davies – Oxfam ‘Sisters on the Planet’ 2008There’s no such thing as a free lunch

What’s controversial about food?

Controversial issues• Deal with questions of value or belief – human

rights, property rights• Have a political, social, economic and personal

impact – on the lives of others, on ourselves, equitable, inequitable

• Arouse strong feelings – food security• Encourage political and personal actions –

equitable, inequitable Adapted from Oxfam ‘Teaching Controversial Issues’ 2006 p2

What’s controversial about food?

John Berger writer, artist, political progressive, has written that – in these days – ‘it is space rather than time that hides consequences from us’. In other words, how difficult it is in our daily lives to remember the wider relations through which the green beans arrive on our plate

Doreen Massey – GA Conference 2002

A Why-Why-Why Chain

Lush paddy fields as far as the eye can see. So why can’t this farmer afford to feed his family?Alex Renton. The Observer. Sunday 20 July 2008

http://www.oxfam.org.uk/education/resources/world_food_crisis/?284

An exciting place to be – for learners and educators

• Food security isn’t a subject to be ‘covered’, it’s a process of change.

• The teacher doesn’t know the ‘answer’

• Learning leads to real action, and real action leads to learning

see ‘Climate Change – the Educational Implications’ Tide Global Learning 2009

For more from Oxfam….www.oxfam.org.uk/education/resources/world_food_crisis/?284

jmclaverty@oxfam.org.uk

0207 802 9981

Dessert...TEACHING STRATEGIES

Living Geography:

• embraces young people’s geography and experiences• is current and future oriented• is local but set in wider (global) contexts• raises questions of change, sustainability and development

Manifesto Link...

The Bill...

Helping with the washing up...