The slides for my #globaled12 presentation.

2. “The educational paradox of the beginning of the
twenty-first century lies in the disconnect between
the superb institutional capacity of schools and
their underperformance in preparing students to
invent a future that appropriately addresses the
global challenges and opportunities shared with
their fellow world citizens.”
(Professor Fernando Reimers, Harvard Graduate
School of Education)

3. Life around 1900

4. Impact of World War I

5. Experiences during the
interwar period

6. Impact of
World War II

7. Impact of the
Vietnam War

8. Changing patterns
of migration &
the achievements of the
women’s movement

9. Changing patterns
of migration &
the achievements of the
women’s movement

10. Impact of the
Vietnam War

11. Impact of
World War II

12. Experiences during the
interwar period

13. Impact of World War I

14. Life around 1900

15. Anzac
Legend

20. “In 1915, when the Dardanelles campaign
was launched, Colonel Mustafa Kemal
became a national hero by winning
successive victories and finally repelling the
invaders. In our schools, in each class we
have his photo to remember our hero.”
Sent by a Turkish primary class

21. “You have helped us understand the Turkish side to World
War One, which we had no idea about. We learned how the
Ottoman Empire shrank to being the size of Turkey. We
learned how the Turkish people really want to remember the
men and women who died in the war fighting for their
country, and we also learned about Mustafa Kemal becoming
president of the republic and creating a new political system
and giving power to women. We are proud that Turkey and
Australia are now such good friends.”
My students’ response to Turkey

23. “I’ve never been asked to reflect back on the history of my life
and how it constructs who I am. This is the first time I’ve ever
had to think about major events in my life.”
TJ in response to the Harvard research project.

28. “Cowra was lucky because a prisoner of war camp for the
Japanese was built here. This meant lots of business for the
local shops. I remember the day the day the prisoners broke
out of the camp. My brothers and I were at home alone
because my parents had gone to town and we didn’t know
why so many planes were flying around. They were looking
for the escaped Japanese prisoners. It didn’t take long for
guards to find the escapees. My father found one a few days
later on a farm near where we lived.”
Alex’s grandmother

29. I distantly remember the day when the Japanese came into
Beijing. I think I was 6. I don’t know much about the world
wa,r but a bit more about the war between China and Japan. I
actually didn’t see the Japanese on the day because my
parents hid me from them. I think it was because I was so
small and they didn’t want me to see what was happening
outside but I could hear gunshots and screaming. I had 3
brothers and 2 sisters and I told you that they tried to hide us
but eventually they found our parents. They didn’t get
executed like what I saw happen to everyone else, I never
found out how they did it because they never wanted to speak
of it again.
Graham’s grandmother

30. “My grandfather's cousin's role, which he helped him with
sometimes, was to spot aircraft off the coast of Sydney and
report every aircraft seen. He would then radio back
information on all the aircraft and this information would be
checked to ensure the aircraft was friendly. He also
remembers how the waterfront houses with boats around
Woy Woy on the Central Coast had their boats removed from
the moorings so that if a Japanese invasion were to occur
there would be no small boats to assist their transport. The
small private boats were stored at the Gosford Racetrack.”
Rory commenting on his grandfather’s recollections.

31. Keep history “filled with as much contention as possible,
don’t turn it into a cheery Disney history.”
(Former NSW Premier Bob Carr, 2006)

33. “During President Obama's inauguration four years
ago, there were many people in the crowd who 'boo'-ed
when President Bush came out [to make his farewell]. Our
young children were with us at that historic inauguration.
They were surprised by the booing. We asked them to
consider how our family would work if once we made a
decision together, those of us who weren't happy were
bitter and undermining, and those who were happy
gloated and put down the 'loser.' ... What could our family
really accomplish?”
(Homa Tavangar)

34. “Little intellectual engagement, a dominance of teachers
and textbooks, and minimal problem solving or critical
thinking.”
(Wilson, 2001)

35. “Our students can and should be encouraged to
think globally – to broaden their horizons and their
historical consciousness alike. It is doubtful that
they will understand much history if they do not.”
(Chapman & Facey, 2004)

37. “When the peasants learned to read, the kings
began to look stupid”

38. “When the learners began to connect globally, the
teachers began to look stupid.”