Global citizenship PCTHE presentation team john 2014

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Global citizenship PCTHE presentation team john 2014

  1. 1. Global Citizenship What is it? And how do we incorporate it into our teaching? Emma Davies, Sarah Mirrington, Andreas Kotsakis, Wesley Fraser Team John -- Global Citizenship 1
  2. 2. Intended Learning Outcomes • By the end of this session, you should be able to: i. Develop a definition of Global Citizenship (GC) within the context of your discipline using appropriate guideline material. ii. Recognise the delivery of Global Citizenship that already exists within your teaching, and highlight any gaps. iii. Take ideas away to aid the development of a programme team approach to incorporating Global Citizenship more explicitly within your field. Team John -- Global Citizenship 2
  3. 3. What is Global Citizenship? Brookes: United Nations: UK national curriculum: “Knowledge and skills, showing 21st-century national curriculum needs “The world faces global challenges, Tate (Art): “A crosscultural awareness, and valuingto prepare part of the and work inwhich require global solutions. These human “Art is a fundamental learners to live diversity. The ability to work effectively, interconnected global challenges UK Citizenship Foundation: call for this fast-moving interdependent, global publicglobal context.” express ideas, realm…artists and responsibly, in aScotland: far-reaching changes in how we think a state or a society…” Education attitudes and beliefs. Often, these “Citizens are members ofdignity of fellow human the globe]. Citizenship is the “Global Citizenship brings to politics, society and nation [orand act for the UNESCO: are central together beings. It is not enough for education to process of being such a member. It is how education for citizenship, international “Global citizenship cannot be expressed economics.” we OXFAM: work, together.” can read, write make produce individuals who society education and sustainable development in any legal manner, it can never the less and count.” education andHEA (Psychology): recognises the common “...enabling young people to developother that may have a be expressed in the HEA (Mech. Eng.): outcomes and principles of these three and core competencies which allow them to “Preparing students for responsible significant and profound impact on the global issues and the with the world, and help areas.” “emphasising them to actively engage proactive citizenship, and helping development of civic engagement and globalised economy in the context of Barclays:sustainable make ethical and critical evaluations” to make it a more just and citizen-state relations” design and manufacture generally and place” ”…thinking about everything we specifically in subjects and modules that OpenDemocracy.net: and making sure that do as a business has a Walkington underpin the citizen is someone who (1999): environmental agenda.” “A global QAAa(Geography): positive impact… to address social OfSTED: identifies with being part of an emerging Geographers should demonstrate an “…rights and responsibilities must be problem…” considered in relation totaught to develop and whose actions awareness of the constitution of places real community a social “Children are worldsystems, contribute to building centred on individuals within their cultural for thecommunity’s outside their own immediate everyday and moral conscience and skills this and socialincluding conflict resolution and future, contexts…” values and practices experience and be aware of the global critical thinking.” context…” Team John -- Global Citizenship 3
  4. 4. What is Global Citizenship? A clear, universal definition of Global Citizenship has not yet emerged But, that does not mean GC does not exist Nor, that GC cannot be taught effectively.... Team John -- Global Citizenship 4
  5. 5. - Activity • What does Global Citizenship mean to you? – Think of 1 example of how you incorporate Global Citizenship into your teaching – Share your example(s) with your neighbour (3 minutes) – Join with another pair to discuss your ideas (4 minutes) • Can you define a cross-discipline definition? – Feedback Team John -- Global Citizenship [ILOs 1 & 2] 5
  6. 6. Why teach Global Citizenship? The present situation: Primary education has had Global Citizenship established within the curriculum for some time Higher Education/Adult Learning could derive some key approaches from primary education… From: LTS (2011) From: Walkington H. (1999) Team John -- Global Citizenship 6
  7. 7. Why teach Global Citizenship? From: LTS (2011) Team John -- Global Citizenship 7
  8. 8. Programme level implementation • You may not have control over programme-level decisions • But you can influence such decisions: 1. Talk to colleagues about the ways in which they include GC 2. Build up overview of GC teaching within your department 3. Any gaps? 4. Reflect: does this fit with the Brookes Graduate Attribute? PETAL project! Team John -- Global Citizenship [ILO 3] 8
  9. 9. Summary 1. You probably already teach Global Citizenship! Reflection on your own teaching and that of colleagues will help you identify this [ILO 1] 2. Emphasise within your teaching elements that you consider to be Global Citizenship to draw explicit links between teaching and Brookes Graduate Attributes 3. Consider how Global Citizenship is included at the programme level within your department, are there ways in which you can improve this? Team John -- Global Citizenship 9
  10. 10. Summary 1. You probably already teach Global Citizenship! Reflection on your own teaching and that of colleagues will help you identify this 2. Emphasise within your teaching elements that you consider to be Global Citizenship to draw explicit links between teaching and Brookes Graduate [ILO 2] Attributes 3. Consider how Global Citizenship is included at the programme level within your department, are there ways in which you can improve this? Team John -- Global Citizenship 10
  11. 11. Summary 1. You probably already teach Global Citizenship! Reflection on your own teaching and that of colleagues will help you identify this 2. Emphasise within your teaching elements that you consider to be Global Citizenship to draw explicit links between teaching and Brookes Graduate Attributes 3. Consider how Global Citizenship is included at the programme level within your department, are there ways in which you can improve this? Team John -- Global Citizenship [ILO 3] 11
  12. 12. References • LTS (2011) Developing Global Citizens within Curriculum for Excellence. Learning and Teaching Scotland. www.ltscotland.org.uk/globalcitizenship • Walkington H. (1999) Global Citizenship Education (Theory Into Practice). Geographical Association, Sheffield, UK Team John -- Global Citizenship 12
  13. 13. Team John -- Global Citizenship 13

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