Prague seminar 10/11 June 2010

Aims and expectations for the workshop sessions

• Sharing experiences

• Practical ways of measuring attitudinal change

• Embedding Global Citizenship (GDE) in schools

• Evaluating this process

Global Citizenship is about

Social justice Sustainability

Locally & globally

Action for change

Global Citizenship:Key Concepts

• Interdependence

• Human rights

• Diversity

• Peace and conflict

• Sustainability

www.oxfam.org.uk/education/gc/

A Global Citizen is someone who…• 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• participates in and contributes to the

community at a range of levels 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

Oxfam 1997 and 2006

Global Citizenship is…• asking questions and developing critical

thinking skills• equipping young people with the

knowledge, skills and values to participate• acknowledging the complexity of global

issues• revealing the global as part of everyday

life• understanding how we relate to the

environment and each other as human beings

Global Citizenship is not…

• too difficult for young children to understand

• mostly about other places and peoples

• telling people what to think and do

• providing simple solutions to complex issues

• an extra subject in a crowded curriculum

• about raising money for charity

Global Citizenship:across the curriculum and throughout the school

English

History Citizenship Science

Art

D&T

Maths

Music

MFL

RE

Geography

ICT

PSHCE

Whole School EthosPupils

Teachers

TAsWider community

Other staff

Parents

Governors

PE

3 key messages which underpin Global Citizenship

1. Focus on similarities before differences

2. Challenge narrow and stereotypical views of people and places

3. Present a balanced view and compare like with like

‘His house is different, he has no electricity, he’s in a hot place’

‘He’s not wearing shoes and his face is different, he’s got different clothes to us’

‘He’s homeless and he has to sleep on the floor. He’s too poor to go to school’

‘He lives in Africa, he has no mum or dad’

Before embedding Global Citizenship across the curriculum and throughout the school ethos pupils focused on differences:

‘He’s absorbed, he likes playing, he likes and cares for his toys’

‘He’s happy, has a religion, we’re both human, we’re children’

‘He is busy, he has the same sort of clothes, likes flying kite’

‘He has the right to play’

‘He’s got a home, he’s a member of a community’

Two years later, after Global Citizenship was embedded in their schools, pupils focused on similarities, as well as differences

Traditional home, Uganda

Traditional home, UK

Flats, UK

Flats, Uganda

Detached suburban home, UK

Detached suburban home, Uganda

Why is Global Citizenship important?

Pupils’ attitudes to global learning

Ipsos MORI research with 1,955 pupils from 82UK schools in 2008• Only 50% of pupils think it’s a good idea to have

people of different backgrounds living in the same country together

• 19% have not discussed news stories from around the world at all at school

• Only 42% believe that what they do in their own lives affects people in other countries

Our Global Future: DEA 2008

A 21st century curriculum should prepareyoung people to recognise their roles andresponsibilities as members of this globalsociety. They need to be able to understandthe global context of their local lives,examine their own values and attitudes inrelation to the challenges they face and seehow they might play an active role inresponding to these challenges. www.qca.org.uk

Measuring attitudinal change in Global Citizenship

RISC (Reading International Solidarity Centre)

Liz AllumBarbara Lowe

Louise Robinson

One activity asks: What do pupils know about Africa?

Their initial responses focus on thenatural environment

• Natural environment 40%• Built environment 12%• People & society 18%• Culture & history 5%• Energy, transport &

communications 4%• Economic activity 8%• Countries & features 13%

Built environment

changes in the responses over 4 years 2004houses, mud huts,schools, taps

2006some huts made ofhardened mud, shantyhouses, buildings justLike here, flats, bricksAnd cement,skyscrapers,churches, mosques,offices

2008 houses made of mud in this area here (pointing to Sahara), small schools, football stadiums, towns, villages – lots of African people live in villages, cities, some parts of Africa are

city, loads of shops train stations, hospitals, wells, water

pumps, skyscrapers, big buildings, tall buildings, hotels, churches, mosques

Energy, transport and communicationchanges in the responses over 4 years

2004

No electricity, cars (crossed out), carrying bundles on their heads

2006

People putting pots of water or fruit on their heads, cars

2008

Cars, taxi, train track to the beach, bicycles, people walking, trams, planes, boats, ships, jeeps, tv

3 approaches in supporting schools as they integrate and embed Global

Citizenship

1. Through cross-curricula work, e.g. using Christmas as an opportunity to deliver the key concepts of Global Citizenship

2. Through curriculum based work, e.g. in Art, through studying contemporary artists from the Majority World www.octobergallery.co.uk/participate

3. Through raising controversial issues, e.g. issues relating to charitable giving e.g. work on fair trade presents an alternative http://www.risc.org.uk/education/guidance_leaflets.php

Christmas is a British/European festivalNo, Christmas is a global festival celebratedaround the world

In Britain/Europe we all celebrate Christmas – it’s a holiday

No, not everyone in Britain/Europecelebrates Christmas

Christmas: an opportunity to challenge some assumptions

Christmas is an opportunity to explore the concepts of

diversity

sustainability

fairness

peace and justice

Global Citizenship Education at RISC

www.risc.org.uk