This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points: 1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys. 2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion. 3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity

1. Concurrent Session Three 1.40 – 2.40
Do We All Belong
presented by Alisa Cleary

2. Do we all belong?
Preparing children for 21st century global
citizenship
Facilitator: Alisa Cleary - Coordinator Professional Learning Program
Global Learning Centre: M: 0423 556 249 E: alisa.cleary@glc.edu.au
www.glc.edu.au facebook.com/GLCBris/
2018 Early Education & Care Conference
Inspiring Imagination - Cultivating Language -
Celebrating Diversity

3. 1. Who do we think we are and do we all belong?
2. What are the implications of social cohesion
challenges for our early childhood education and
care sector?
3. How can Global Citizenship Education support the
promotion of social cohesion and develop children
as critically aware 21st century global citizens?
Do We All Belong?

4. Acknowledgment of country
"I acknowledge the Australian Aboriginal and Torres Strait
Islander peoples as the first inhabitants of this country and pay
my respects to the Traditional Owners and Elders, past and
present, of the land on which we stand today, the Turrabul and
Jagera peoples”

5. 1. Who do we think we are and do
we all belong?

6. A person’s country of birth
• 2016 Census showed that more than a quarter (26%) of
Australia's population (6,163,667 people) were born overseas,
up from 25% in 2011.

7. Country of birth of their parents in 2016
• 21% of the population were second generation Australians (born in
Australia, but had one or both parents born overseas).
• Nearly half of all Australians were either born overseas or had at least one
parent who was born overseas.

8. People of Aboriginal and or Torres Strait
Islander descent in 2016
• The Aboriginal and or
Torres Strait Islander
population has
increased since 2011
from 2.5% to 2.8% of
the Australian
population.

9. Do we all belong?
Scanlon Foundation’s Mapping Social Cohesion Report
Social cohesion is ‘the willingness of members of a society to cooperate with
each other in order to survive and prosper’. (Scanlon Foundation)
A socially cohesive society is one which:
• works towards the wellbeing of all its members
• fights exclusion and marginalisation
• creates a sense of belonging
• promotes trust
• offers its members the opportunity of upward mobility.
(humanrights.gov.au)

10. Scanlon Foundation’s Mapping Social Cohesion Research
• Scanlon Foundation, Professor Andrew Markus, Monash University,
Australian Multicultural Foundation.
• Australia’s only systematic tracking of opinion on a broad range of issues
related to social cohesion, including immigration and cultural diversity.
• Since 2007:
– ten national, four regional and three experimental online surveys have
been conducted
– more than 42,000 total respondents.
• 2017 national survey was conducted 21 June to 18 July. 77 questions (56
substantive and 21 demographic) and took on average 18.4 minutes to
complete by landline and 18.1 by mobile. The response rate for the
national survey was 45%, compared to 50% in 2016.

11. Scanlon-Monash Index of Social Cohesion (SMI)
2007–2017
Source: Mapping Social Cohesion 2017: National Report, page 29.

13. Scanlon-Monash Index of Social Cohesion (SMI)
Average and selected domains, 2007–2017
Source: Mapping Social Cohesion 2017: National Report, page 25.

14. Experience of Discrimination (skin colour, ethnicity, religion)
Source: Mapping Social Cohesion 2017: National Report, page 59.

15. Respondents in 2016 reported the highest levels yet
at 20% (15% in 2015)

16. Attitudes towards Muslims
Source: Mapping Social Cohesion 2017: National Report, page 57.

17. 2. What are the implications of
social cohesion challenges for our
early childhood education and care
sector?

18. Group Discussion
1. To what extent do you think the trends revealed in the
Scanlon Monash data (discrimination - skin colour, ethnicity,
religion) are reflected in your community? Are there other
factors which may undermine social cohesion in your
community?
2. What programs or approaches does your service currently
have in place to promote social cohesion?

19. 3. How can Global Citizenship Education
support the promotion of social cohesion
and develop children as critically aware
21st century global citizens?

20. Global Citizenship Education
We must foster global citizenship. Education is about more than
literacy and numeracy. It is also about citizenry. Education must
fully assume its essential role in helping people to forge more
just, peaceful and tolerant societies.
– Former UN Secretary-General Ban Ki-moon, 26 September 2012 at the launch of the
Secretary General’s Global Education First Initiative (GEFI)

21. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2015).
Global Citizenship Education: Topics and learning objectives. France. United Nations
Educational, Scientific and Cultural Organization.

22. Belonging Being Becoming
The Early Years Learning Framework for Australia (EYLF)
Principles, Practices and Learning
Learning Outcomes:
1. Children have a strong sense of identity
2. Children are connected with and contribute to their
world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators
Source: Commonwealth of Australia 2009, page 8.

23. Outcome 2: Children are connected with and
contribute to their world
2.1 Children develop a sense of belonging to groups and
communities and an understanding of the reciprocal rights
and responsibilities necessary for active community
participation
2.2 Children respond to diversity with respect
2.3 Children become aware of fairness
2.4 Children become socially responsible and show respect
for the environment
Source: Commonwealth of Australia 2009, page 8.

24. See Think Wonder

25. Outcome 5: Children are effective communicators
5.1.8 Children interact with others to explore ideas
and concepts, clarify and challenge thinking, negotiate
and share new understandings
5.1.12 Children express ideas and feelings and
understand and respect the perspectives of others
5.5.2 Children use information and communication
technologies to access images and information,
explore diverse perspectives and make sense of their
world
Source: Commonwealth of Australia 2009, page 8.

26. Visible Thinking @ http:www.visiblethinkingpz.org/
• Developed by Project Zero, Professional Education at Harvard
Graduate School of Education (HGSE)
• Aim: to deepen content learning and to cultivate students’
thinking skills and thinking dispositions across all ages and
subjects.
• Emphasises three core practices:
1. Thinking routines
2. Documentation of student thinking
3. Reflective professional practice.
• Four Thinking Ideals: Understanding, Truth, Fairness and
Creativity

27. Core routines from the Visible Thinking Approach @
http:www.visiblethinkingpz.org/
• What Makes You Say That?
• Interpretation with justification routine
• Think Pair Share
• A routine for active reasoning and explanation
• Circle of Viewpoints
• A routine for exploring diverse perspectives
• I used to Think ... Now I think ...
• A routine for reflecting on how and why our thinking has changed
• See Think Wonder
• A routine for exploring works of art and other interesting things

28. See Think Wonder
1. What do you see observe, notice about this film?
2. What do you think is going on in this film?
3. What does it make you wonder?