Global Citizenship and
Wellbeing

Katie Carr, Cumbria Development Education Centre
Global Justice through Global Citizensh...
Map of this session
• Context:
– development education in Cumbria
– “Global Literacy for a Fairer World”

•
•
•
•

Wellbei...
Run with the curious dogs...
Global Literacy – what is it?
• A 3-year EU funded development education project, led in UK
by CDEC, and delivered in Czec...
Global Literacy – what is it?
• Year 1- engaging ‘curious dogs’ and carrying out Pupil Audit,
School in a Box..
• Year 2 –...
Global Literacy – theory of change
See impact of changes on people’s lives
Do it! With support from, and in collaboration
...
Global Literacy – spheres of
What does it mean toinfluence
be a global citizen?

•
• What issues or problems are you parti...
Wellbeing
Self-efficacy
A person’s belief that their efforts
and actions can bring about
desired results

Social Capital
“...
See impact of changes on people’s lives
Do it! With support from, and in collaboration
with, adults/community/peers etc

F...
How will we know?
Evaluation for soft outcomes
• Outcomes star (subjective perception)
• Challenge-based teacher-led asses...
Dominant discourse on wellbeing
• “Illbeing” is caused by external factors
• Interventions focus on ‘”fixing” the individu...
Discussion
• Any questions?
• Links with other disciplines / practice domains?
• Where can theory strengthen
our approach?
katie@cdec.org.uk
+44 15394 31602
Wellbeing and global citizenship
Wellbeing and global citizenship
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Wellbeing and global citizenship

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Wellbeing is contingent on a sense of self-efficacy (a person’s belief that their effort and actions can bring about desired results) and on social capital (“the web of cooperative relationships between citizens that facilitate resolution of collective action problems” ).
This workshop explored the impact on wellbeing of enabling pupils’ sense of self-efficacy and their understanding of global ‘interconnectedness’ within the context of a global citizenship project ‘Global Literacy for a Fairer World’. This multi-national project, funded by the European Commission and led in the UK by Cumbria Development Education Centre (CDEC), engages teachers and pupils aged 7-11 in the UK, Czech Republic, Poland and Ghana, in learning about international development themes of poverty, inequality, and interdependence, and supports them to take real and relevant action in their own communities which will address global inequality. Through exploring global citizenship, pupils’ self esteem and self-efficacy will grow as they understand the impact that their actions can take, both locally and globally.
CDEC is a registered charity that inspires young people and their teachers to engage with global issues, to take responsibility – individually and together – for the world in which they live, and to contribute towards a fair and sustainable world.

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Wellbeing and global citizenship

  1. 1. Global Citizenship and Wellbeing Katie Carr, Cumbria Development Education Centre Global Justice through Global Citizenship
  2. 2. Map of this session • Context: – development education in Cumbria – “Global Literacy for a Fairer World” • • • • Wellbeing and Global Citizenship Participatory activity ‘Soft’ outcomes Conclusion
  3. 3. Run with the curious dogs...
  4. 4. Global Literacy – what is it? • A 3-year EU funded development education project, led in UK by CDEC, and delivered in Czech Republic, Poland and Ghana • Objectives: – To build teachers’ confidence in incorporating global learning into their lessons, so that – Children understand interdependence between European countries and the Global South, in the context of food, trade and the causes of poverty, and – they feel empowered to take collaborative meaningful action towards making the world a fairer place. • Participatory and experiential learning, critical thinking
  5. 5. Global Literacy – what is it? • Year 1- engaging ‘curious dogs’ and carrying out Pupil Audit, School in a Box.. • Year 2 – developing and trialling classroom activities. Challenge & Enquiry Pack • Year 3 – rolling out and ‘Pupils Take Action’ http://goo.gl/tPDv3T
  6. 6. Global Literacy – theory of change See impact of changes on people’s lives Do it! With support from, and in collaboration with, adults/community/peers etc Feel empowered to take action – through personal choices or collective action Feel motivated and engaged in global issues; want/will to make a difference Sense of interconnectedness and global citizenship: empathy, compassion, shared responsibility Increased understanding of global issues: food, trade, poverty, interconnectedness
  7. 7. Global Literacy – spheres of What does it mean toinfluence be a global citizen? • • What issues or problems are you particularly interested in? • What ideas do you have for taking action?
  8. 8. Wellbeing Self-efficacy A person’s belief that their efforts and actions can bring about desired results Social Capital “the web of cooperative relationships between citizens that facilitate resolution of collective action problems” (Classroom) practice that assumes individuals are empowered to take responsibility, individually and collectively, and to make informed choices that have a positive impact on society and the world around them
  9. 9. See impact of changes on people’s lives Do it! With support from, and in collaboration with, adults/community/peers etc Feel empowered to take action – through personal choices or collective action Feel motivated and engaged in global issues; want/will to make a difference Sense of interconnectedness and global citizenship: empathy, compassion, shared responsibility Increased understanding of global issues: food, trade, poverty, interconnectedness
  10. 10. How will we know? Evaluation for soft outcomes • Outcomes star (subjective perception) • Challenge-based teacher-led assessment (teacher observation) • ???
  11. 11. Dominant discourse on wellbeing • “Illbeing” is caused by external factors • Interventions focus on ‘”fixing” the individual • Resilience • Stickability • Bounce-back-ability
  12. 12. Discussion • Any questions? • Links with other disciplines / practice domains? • Where can theory strengthen our approach?
  13. 13. katie@cdec.org.uk +44 15394 31602
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