New Participatory Methods for Global Citizenship Education

1. ‘Global Literacy for a Fairer World’: challenge,enquiry, and
active global citizenship
Katie Carr, CDEC
9-10 April 2-14, Arezzo, Italy

2. Global Citizenship
School Linking, with partners local and global
Outdoor and environmental learning
Diversity and multiculturalism
Sustainable Development
Fairtrade
Pupil Voice and taking action
Funded projects
CPD / training
Classroom resources
Creative Classrooms

3. You will...
• feel more confident about incorporating teaching and learning
around the themes of poverty, inequality, interdependence, and
food and trade into their day to day work.
• Increase your understanding of participatory classroom facilitation,
so enabling their learners to better lead their own learning and
actions towards a fairer world.
• better understand how global learning can contribute to learning in
other areas of the curriculum, and be better able to plan for cross-
curricular activities.
• Access new resources on participatory global citizenship education.
Aims for this session

4. 9.00 Welcome & introductions, building community, Map of
the Day
10.00 Evaluating GCE
10.30 Audit activities
11.00 Break
11.30 Audit activities...
13.00 Lunch
14.15 Exploring ‘Participation’
15.30 Break
15.45 Trialling some new GCE activities
17.15 End
Map of the Day

5. So, what IS global learning?
And WHY is it important?

6. 80% of children in KS2
will go on to do jobs
that don’t exist yet,
using technology that
hasn’t been invented
yet, trying to solve
problems that we
cannot yet predict.

7. More than 3000 new
books are published
every day

8. Almost 10 per cent of our rubbish in landfill is
packaging.

9. Although accounting for only 5%of the world's
population, Americans consume 26 % of the
world's energy.

10. In the last 24 hours...
• 150-200 species of plants, insect, bird
and mammal became extinct due to
environmental damage
• Oil giant Shell made a profit of £38,400,000
• The UK produced enough waste to fill the Albert
Hall 12 times over
• About 25,000 people died of hunger or hunger-
related causes
• 28,000 hectares of rain forest have been
destroyed (that’s 28,000 rugby pitches)

11. The 8 key concepts of the Global Dimension in schools (UK)
are:
1. Global citizenship
2. Interdependence
3. Conflict resolution
4. Sustainable development
5. Diversity
6. Social justice
7. Human rights
8. Values and perceptions

12. I know about... I care about...
I am taking action...
I am enabling others to
take action

13. • 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
Global Literacy – whatis it?

14. Global Literacy – PupilAudit
What do children know – or think they know – about:
- Food and trade
- Poverty and interdependence
- Education and development

15. Whatdo you know aboutpeopleand places in Africa?

16. Photo Puzzle...
Is it Europe, Africa, or
SomewhereElse?

17. Why are people in theworld hungry?

18. http://static02.mediaite.com/geekosystem/
uploads/2010/10/true-size-of-africa.jpg

19. Global Literacy – PupilAudit results, Ghana
What do you know about Europe?
• Europe has good business centres
• Europe is a united continent where there is no conflict but
peace
• Europe is also technically and technologically developed
• Most parts of Europe have very neat environment
• Europe is the most secured continent
• Homosexuality is legalised

20. Global Literacy – PupilAudit results, Ghana

21. Global Literacy – PupilAudit results, Ghana

22. Welcome back!

23. What is ‘participation’ in schools?
• young people having a say in the decisions which affect their
lives (UN Convention on the Rights of the Child, article 12)
• young people leading their own learning, co-creating learning
aims and knowledge
• young people developing ‘critical literacy’
• learners as leaders
• ???

25. Participation:
Degrees of
Power
Assigned but
informed
Adult-
initiated,
shared
decisions
with
children
Child-
initiated and
directed
Child-
initiated,
shared
decisions
with adults
Consulted
and
informed

26. "[Participation can be defined as]… the process of
sharing decisions which affect one's life and the life of
the community in which one lives. It is the means by
which a democracy is built, and it is a standard against
which democracies should be measured. Participation
is the fundamental right of citizenship".
(Hart, 2002, p.5)

28. • Pupils Take Action – Global Citizens (page 35)
• Sharing the Chocolate (p60)
• Fact or opinion – how do we know? (p31)
• Pupils Take Action – spheres of influence (p38)
• What is poverty (p131)

29. Pupil Audit Activities, Pupil Audit Report and
Challenge & Enquiry can all be downloaded
for free at
global-literacy.yolasite.com/classroom-resources.php

30. katie@cdec.org.uk
+44 15394 31602