This document outlines an approach to global education called HEAD, HEART, HAND. It discusses implementing global education by infusing good citizenship values across the curriculum. Global issues that matter include social justice, poverty, refugees, disease, and the environment. The goal is to educate students to be informed (HEAD), develop purpose (HEART), and take action (HAND) as global citizens. Teachers can approach global education by cultivating students' sense of responsibility beyond their own communities, using hands-on learning to develop efficacy, and engaging students to commit to the global future.

2. IMPLEMENTING
GLOBAL EDUCATION
Vanessa Chaperlin
Cairo: April, 3-7, 2009
NESA Conference

3. BRAINSTORM:
WHAT ARE THE GLOBAL ISSUES
THAT MATTER MOST IN
TODAY'S WORLD?

4. GLOBAL ISSUES...
 Social Justice
 Poverty
 Refugees
 Disease/AIDS
 Genocide
 Overpopulation
 Democracy
 Women’s Rights
 Citizenship
 Nuclear weapons
 Fair/Free Trade
 Debt/ Recession
 Environment
 Human Rights
 Water
 Racism
 Media
 Information
Technology
 Food Scarcity
 War and Conflict
 Human Trafficking
 Literacy
 Climate Change

5. “Humankind has not
woven the web of life.
We are but one thread
within it. Whatever
we do in the web, we
do to ourselves. All
things are bound
together. All things
connect.”
Chief Seattle
Suquamish Tribe

6. GLOBAL EDUCATION
is
approaching education from
a global perspective by
infusing good citizenship
values into classrooms and
across curriculum in order to
educate for a just and
sustainable world.

7. HOW?
1. ...do we educate for a just world?
2. ...do we infuse global perspectives?

8. THE GLOBAL CITIZEN
 Informed “HEAD”
 Purposeful “HEART”
 Active “HAND”
www.curriculum.org

9. HEAD, HEART, HAND...
 1. HEAD: Cultivating in young people of
a sense of responsibility that reaches
beyond their own community and
nation
 2. HEART: Developing efficacy and
purpose through relevant, hands-on,
student centred learning lessons
 3. HAND: Calling for action, engaging
students to build a commitment to the
global future

10. MOUTH
Networking as global educators to
influence official curriculum through
local school and NGO initiatives, and
national and international projects

11. “Humankind has not
woven the web of life.
We are but one thread
within it. Whatever
we do in the web, we
do to ourselves. All
things are bound
together. All things
connect.”
Chief Seattle
Suquamish Tribe

12. GLOBAL EDUCATORS...
 Develop a K-12
curriculum
 Celebrate cultural
diversity
 Provide opportunities
to care for oneself,
community, abroad,
environment
 Encourage optimism
 Integrate curriculum
 Teach holistically
 Gather and share
resources/ strategies
LINKS...

13. LINKS:
 www.bctf.ca
 www.greenteacher.com
 www.global-ed.org
 www.globaled.org
 www.acdi-cida.gc.ca
 www.ryanswell.ca
 www.developingaglobalperspective.ca
 www.r4r.ca
 www.globaleducation.edna.edu.au
 http://www.tiged.org
 There are many, many more...

14. “Humankind has not
woven the web of life.
We are but one thread
within it. Whatever
we do in the web, we
do to ourselves. All
things are bound
together. All things
connect.”
Chief Seattle
Suquamish Tribe

15. WORLD HISTORY OF RACISM IN
MINUTES
WHORM

16. WHORM

17. WHORM

18. WHORM

19. HOW DO WE KNOW
WHEN WE’VE
SUCCEEDED?

22. THANK YOU
vchaperlin@hotmail.com
vanessa.chaperlin@ask.edu.kw