Leadership and global citizenship (ages -16+) - knowledge, attitude and skills to be learnt - classroom activities

1. Educating for Culture of Peace-II
Leadership and global citizenship (ages -
16+) - knowledge, attitude and skills to be
learnt - classroom activities
By
M.VIJAYALAKSHMI
Assistant Professor

2. Objectives
At the end of the course the student teacher will
1. Understand the concept of peace education.
2. Understand the dynamics of transformation of
violence into Peace.
3. Understand the nature of conflicts and their
resolution.
4. Imbibe the knowledge, attitudes and skills
needed to achieve and sustain a global culture
of peace.
5. Adopt peace education in the curriculum.

3. Unit – 7:
Educating for Culture of Peace-II
• 7.1 Social justice and civic responsibility (ages
14+)
• 7.2 Leadership and global citizenship (ages -
16+) - knowledge, attitude and skills to be
learnt - classroom activities
• 7.3 The role of Peace education in developed
and developing countries - Adoption of peace
education in curriculum at various level.

4. Unit – 7:
Educating for Culture of Peace-II
7.2 Leadership and global citizenship
(ages -16+) - knowledge, attitude and
skills to be learnt - classroom
activities

5. • In the current context of globalization,
educating for leadership and global
citizenship has become even more essential.
• As we send students out into an increasingly
globalized world, teachers need to challenge
the divisive aspects of increased globalization
and it is their responsibility to prepare them
for their role as citizen diplomats.

6. • Globalization offers great opportunities,
but at present its benefits are very
unevenly distributed while its costs are
borne by all.
• Globalization is indeed becoming broad
and general, allowing everyone to share
its opportunities.

7. • Thus the central challenge we face
today is to ensure that globalization
becomes a positive force for the entire
world’s people.
• Inclusive globalization requires a
broader effort to create a shared future,
based upon our common humanity in all
its diversity.

8. • A Global Citizen should be aware of the
wider world and have a sense of his
own role as a world citizen.
• He should respect and value diversity.
• He should be willing to act to make the
world a more sustainable place and take
responsibility for their actions.

9. • Global citizens can be sharpened by
cultivating leadership and inter-cultural
competency skills, instilling passion for
lifelong learning and civic engagement,
and by mentoring students through
their Community Engagement
Experiences.

10. • Building leadership and a sense of
citizenship in the world enables
students to participate and make their
voices heard and it is the duty of the
teachers to connect the energy and
intellect of today’s students in the hope
of building a sustainable culture of
peace.

11. • The following suggested classroom
activity would enable students to build
vision and imagination to become
leaders in the realization a peaceful
future.
• This activity is recommended for
students aged sixteen and older.

12. Learning Objectives
• At the end of the activity, Students will be
able to achieve the following:
Knowledge
• Gain self-awareness
• Gain an insight into the concrete connections
between the future and the present

13. Attitudes
• Demonstrate world-mindedness
• Enhance their awareness of their role in
creating a peaceful future
• Respect and value diversity

14. Skills
• Practice imagination and visualizing
• Expand ability to conceptualize time across
past, present, and future
• Enhance their ability to articulate hopes and
goals

15. Learning Activity 1: Global Issues
• This activity is called imaging possible futures
and is centered on using imagination to free
the mind and envision possibilities for the
future of the planet.
• Students should be reminded that in this
exercise, there are no right or wrong
answers.

16. • This exercise invites students to explore and
share their ideas without the pressure of
having to get it right.
• Because Peace Education aims to connect
learning rather than segment or separate
subjects, this activity should be introduced in
the context of other learning in the class.

17. Step 1:
• Explain to students that the class will be
entering the world of 2030 by way their
imagination.
• To get comfortable in the imaging mode, ask
students to choose a personal memory to re-
experience from their recent past or from
their early childhood.

18. • The memory should be a good one, and one
that they enjoy reliving.
• Ask them to think about all the details of the
setting including the people involved, the
sights, the smells, the sounds and the feel of
the place.
• Students can make some notes or sketches
about the memory if necessary.

19. Step 2:
• After a few minutes of individual imagining,
student should choose a partner and share
some of the details of the memory.
• They should share all the details of the
environment and what is happening in the
memory.
• They need not focus on describing why it is a
good memory, only on describing it so that
their partner can also feel what it was like.
• Each partner takes a turn.

20. Step 3:
• Now it is time to move to the future, the year
2030.
• First, ask students to focus on peace.
• What would peace look like, what would it feel
like?
• How would a peaceful society operate?
• What is their personal hope for peace?
• Ask student to think about peace and write
down a goal statement that expresses their
personal hopes for a peaceful future.
• Statements should be two or three sentences
long.

21. Step 4:
• Next, ask students to “remember the future”
in the same way they remembered past
memories. Guide them through the exercise
saying, “Keeping in mind your goal
statements, allow your mind to envision the
world in which your hopes have been
realised. You are an observer, stepping into
the peaceful year 2030 to look and see what
is there. What do you find?”

22. • If it helps, students can imagine that they are
reporters and must write an article for a local
paper. This story should illuminate aspects of
the society that the student feels make it a
peaceful one.
• For instance, what are people doing — the
children, the elderly, men, women, young
adults?
• What kind of housing is there?
• What do families look like?
• What do buildings and structures look like?
• How would they describe the physical
environment?

23. • What is the government like?
• How are local decisions made and carried out?
• How do people travel or make connections
across long distances?
• How do people of different ages learn things?
• How are local and long-distance conflicts and
differences approached and handled?
• Is anyone playing?
• How do they play?
• What kinds of entertainment do people enjoy?
These are just some suggested questions.

24. • Remember, students are not trying to
predict a realistic or probable world of
2030 in this exercise. They are
envisioning possible alternative futures
based on their hopes and fantasies
about peace and justice. Encourage
students not to get stuck on thinking,
“but this could never happen...” and
instead let go of what they think is
possible in order to dream.

25. Step 5:
• Students should record their observations.
• After this activity, organize students into groups
of four to discuss what they see.
• Students should stay in the future present (still
observing in the year 2030) while describing
what they see to classmates.
• Students should listen carefully to each other
and ask questions only to clarify what the
speaker has said.
• Give students time to discuss their various
visions.

26. Step 6:
• Finally, in small groups, students can give a
report that depicts their group’s vision of the
year 2030.
• This process can be left largely to individual
groups.
• They can create one collective vision in the
group or represent their separate ideas on the
paper.
• Reports should be presented to the class, still
speaking from the present of 2030, and posted
so that all can see.
• Once all the groups have presented, discuss
commonalties and differences among student
visions.

27. Step 7:
• Invite students to return to the present.
• If desired, continue discussion of the possible
futures in terms of what students could do in
the present to begin to prepare or build their
imagined future of peace.

28. Assessment:
• Students should be given feedback about the
activity and then reported back to the class.
Students should ask each other the following
questions and teachers are asked to record
their responses for evaluation.
• What part of this activity worked for you?
• What did you enjoy about this activity?
• What part was difficult?

29. • What would you do differently?
• What is one thing you learned in this unit?
• What surprised you about your work lor this
unit?
• How would you teach a friend or relative
about global citizenship?
• How would you teach a friend or relative
about leadership and vision?
• Do you think leadership and global issues
matter in your life? If so, in what ways?

30. • Educating for a culture of peace is mandatory
in the present scenario of global
technological advancement wherein a
budding educand is exposed not knowing
clearly what to preserve and what to reject.
• The role of education with its philosophical
hand has to teach about reality, beauty,
goodness and truth in the environmental
context.

31. • Every day the pupils see, observe, perceive,
imbibe and adopt through recognizing
methods, following role models and
implement into action as per their beliefs,
attitudes and thoughts.
• Thus, the crucial role by the teacher in
educating the pupils for peace should be
initially and internally constructed within the
teacher.

32. • Tolerance and respect for human rights,
critical thinking and nonviolence, social
justice and civic responsibility and finally
relationship between global citizenship
should be the outcome of every educand at
the end of educational process in its full
bloom.

33. Sources are taken from
•Slidesharenet.com
•Web sources