The document discusses global citizenship education and its importance for students. It provides an overview of key skills needed for the 21st century, such as understanding cultural differences, critical thinking, and participating in politics. Effective pedagogies involve experiential and participatory learning that engage both cognitive and affective skills. Resources available to teachers include the Global Learning Centre website, which provides digital and online materials to help develop global citizens.
Children's Right to be Heard: Listening Carefully to Children CandKAus
Do you think your mum knows everything you do here?
No, my mum doesn't know everything I do here. She doesn't know
about our talks. She doesn't know that we talk about being grown
ups and being kids. She doesn't know that we talk about tricky
things.
Lachlan (4.1 years)
CONT...
My mum thinks I play with blocks and cars and do painting. She
doesn't know that we talk about feelings and about being grown
ups. She doesn't know that we talk about tricky things. I don't
think she knows that we talk about how to solve problems either.
Oliver (4.3 years)
My mum
This document discusses global sustainability education and using the Earth Charter as a tool to engage students. It introduces Kimberly Corrigan and her background in sustainability education leadership. The document then provides an overview of global sustainability education, using interconnected global issues and sustainability principles as an educational framework. It outlines the history and growth of sustainability education. The Earth Charter is presented as a tool to explore these issues, with its 16 principles and focus on ecological integrity, social justice, democracy and peace. Examples are given of how teachers can discuss and use the Charter to explore tensions and spark student action projects.
Life on earth is always dependent on Nature. From the very inception of a living phenomena, Nature has sustained life, including human life.
Sustainable development, in general, refers to the process of socio-economic development through a judicious utilization of nature’s resources, keeping in view the needs of future generations.
When we talk of sustainable development in relation to education per se we must be clear in our mind the concept, scope and application of terms like sustainability, development and also education.
ONEXONE is a nonprofit organization dedicated to improving the lives of children globally through programs focused on water, health, education, play, and food. It aims to ensure every child has access to clean water, enough food, medical care, education, and opportunities for play. ONEXONE partners with organizations like Right to Play to provide sports equipment and safe play areas for over 12,600 refugee children in Chad. Early childhood educators are attracted to work with ONEXONE to help children in need globally and support their social and physical development through play.
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
This document provides an agenda and background information for a seminar on citizenship education in the 21st century. The agenda covers topics like the current interest in citizenship due to societal changes, European ambitions for citizenship education, critical pedagogy, and the potential contribution of social media. It discusses concepts like "risk society" and the need to equip citizens with knowledge, skills, and values to engage in political and social life and foster diversity and social cohesion in a changing world. It emphasizes informal, experiential learning of citizenship and developing students' civic competencies and capabilities through critical thinking.
This document provides an introduction and table of contents for the book "Sociology of Education Today" edited by Jack Demaine. The book contains 11 chapters written by various authors on topics within the sociology of education. The introduction provides background on the editor and acknowledges those who contributed to and supported the work. The table of contents lists the titles of the 11 chapters and their authors.
Children's Right to be Heard: Listening Carefully to Children CandKAus
Do you think your mum knows everything you do here?
No, my mum doesn't know everything I do here. She doesn't know
about our talks. She doesn't know that we talk about being grown
ups and being kids. She doesn't know that we talk about tricky
things.
Lachlan (4.1 years)
CONT...
My mum thinks I play with blocks and cars and do painting. She
doesn't know that we talk about feelings and about being grown
ups. She doesn't know that we talk about tricky things. I don't
think she knows that we talk about how to solve problems either.
Oliver (4.3 years)
My mum
This document discusses global sustainability education and using the Earth Charter as a tool to engage students. It introduces Kimberly Corrigan and her background in sustainability education leadership. The document then provides an overview of global sustainability education, using interconnected global issues and sustainability principles as an educational framework. It outlines the history and growth of sustainability education. The Earth Charter is presented as a tool to explore these issues, with its 16 principles and focus on ecological integrity, social justice, democracy and peace. Examples are given of how teachers can discuss and use the Charter to explore tensions and spark student action projects.
Life on earth is always dependent on Nature. From the very inception of a living phenomena, Nature has sustained life, including human life.
Sustainable development, in general, refers to the process of socio-economic development through a judicious utilization of nature’s resources, keeping in view the needs of future generations.
When we talk of sustainable development in relation to education per se we must be clear in our mind the concept, scope and application of terms like sustainability, development and also education.
ONEXONE is a nonprofit organization dedicated to improving the lives of children globally through programs focused on water, health, education, play, and food. It aims to ensure every child has access to clean water, enough food, medical care, education, and opportunities for play. ONEXONE partners with organizations like Right to Play to provide sports equipment and safe play areas for over 12,600 refugee children in Chad. Early childhood educators are attracted to work with ONEXONE to help children in need globally and support their social and physical development through play.
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
This document provides an agenda and background information for a seminar on citizenship education in the 21st century. The agenda covers topics like the current interest in citizenship due to societal changes, European ambitions for citizenship education, critical pedagogy, and the potential contribution of social media. It discusses concepts like "risk society" and the need to equip citizens with knowledge, skills, and values to engage in political and social life and foster diversity and social cohesion in a changing world. It emphasizes informal, experiential learning of citizenship and developing students' civic competencies and capabilities through critical thinking.
This document provides an introduction and table of contents for the book "Sociology of Education Today" edited by Jack Demaine. The book contains 11 chapters written by various authors on topics within the sociology of education. The introduction provides background on the editor and acknowledges those who contributed to and supported the work. The table of contents lists the titles of the 11 chapters and their authors.
This document discusses Global Citizenship Education (GCED) as an educational concept that prepares learners for the challenges of the 21st century globalized world. It combines aspects of civic education, global education, peace education, and human rights education by focusing on developing knowledge, skills, values and attitudes to foster participation in and contribution to a more equitable global society. The United Nations and UNESCO have adopted GCED as a framework to promote education for global citizenship and a more just and peaceful world. The document examines key questions around GCED, such as balancing national and cosmopolitan identities, and how it can be implemented in practice.
This document discusses global citizenship education (GCE), which aims to equip learners with the knowledge, skills, values and attitudes needed to address global challenges. It recognizes that education must promote both universal values like justice, equality and respect, as well as respect for individual and cultural differences. The document outlines common elements of GCE, including fostering understanding of identity, global issues, critical thinking skills, social skills and collaborative action. It profiles both formal and informal approaches to GCE and enabling factors like supportive pedagogy and youth initiatives. While acknowledging ongoing debates, the document emphasizes that challenges should not prevent the practical implementation of GCE to help learners thrive in an interconnected world.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
Education for Sustainable developmmentVENIE PESITO
Education for Sustainable Development (ESD) aims to use education as a tool to achieve sustainability. ESD seeks to provide people with the knowledge, skills, and perspectives needed for sustainable living. While education increases awareness of sustainability, simply increasing basic literacy is not enough - curriculums must be reoriented to address sustainable production and consumption. Implementing ESD requires participation across communities to develop programs that are locally relevant while addressing global sustainability challenges. Education is key to building capacity for informed decision-making and quality of life improvements towards a sustainable future.
The document discusses education for sustainable development and how it relates to people with disabilities. It provides background on sustainable development goals and how the original MDGs from 2000 failed to address the needs of people with disabilities. The 17 sustainable development goals adopted in 2015 aim to be more inclusive of disabilities. Education for sustainable development seeks to empower people and promote lifelong learning so that all individuals, including those with disabilities, can work towards a more sustainable and just world.
This document provides an introduction and overview of a sourcebook on values education for peace, human rights, democracy and sustainable development in the Asia-Pacific region. It was produced by APNIEVE (Asia-Pacific Network for International Education and Values Education), in collaboration with UNESCO. The sourcebook contains chapters on the APNIEVE philosophy, regional context, education for living together, teaching guidelines and sample lesson plans, the state of values education in teacher education programs, and related declarations. It aims to equip students and teachers with the knowledge, skills and attitudes needed to live together in peace and harmony through international education and values education.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
The document discusses Education for Sustainable Development (ESD). It aims to open awareness of globalization, nurture problem-solving skills, and provide education for all as a human right. ESD has three components - environment, economic, and social. It affects sustainability through an educated citizenry for implementation, decision-making, and improving quality of life. The UN Decade of ESD from 2005-2014 aimed to integrate sustainability principles into education worldwide.
Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
This document discusses human rights education and environmental education. It defines human rights as fundamental rights inherent to all humans, such as life, property, medical care, and freedom from discrimination. Human rights education aims to enhance knowledge of rights and foster respect and responsibility. It also outlines objectives of environmental education, such as developing awareness of environmental issues and skills to address problems. The document emphasizes that both human rights education and environmental education are important for social development and understanding interconnected systems.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
Learning to live together in peace and harmonyPamela Gonzales
The document discusses the concept of "learning to live together", which is described as the fourth pillar of education. It involves developing understanding of others, respecting differences, and participating cooperatively in human activities. Learning to live together is presented as vital for building peace and addressing issues like violence, conflict, and intolerance in today's diverse world. The document outlines how education can promote learning to live together through reforms, curriculum changes, teaching methods, and linking learning across different contexts.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
This presentation covers the basic topics of value education like valuing nature, valuing culture, social justice, human heritage, common property resources, ecological degradation and human rights
Internationalization of higher education is important for fostering international understanding and training citizens of the world. Chinese higher education promotes internationalization by increasing international student and scholar exchanges and founding Confucius Institutes to share Chinese culture. It also emphasizes absorbing knowledge from all cultures to develop students' global perspectives while maintaining national identity. Strengthening internationalization in universities helps educate students on diverse cultures and perspectives to build mutual understanding between countries.
International Commission on Education for Twenty First CenturyHONEY BABU
The International Commission on Education for the 21st Century, headed by Jacques Delors, published the report "Learning: The Treasure Within" in 1996 which recommended education should focus on four pillars: learning to know, learning to do, learning to live together, and learning to be. The report emphasized that education has a fundamental role in fostering human development and reducing issues like poverty, inequality, and conflict between groups. It also stressed the importance of lifelong learning and international cooperation to address tensions arising from issues of globalization, tradition versus modernity, and balancing long and short-term goals.
Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
This document discusses factors that positively impact Aboriginal and Torres Strait Islander education. It emphasizes understanding students' history and culture, developing respectful relationships with Indigenous communities, and allowing Indigenous groups to represent their own perspectives in curriculum. The document also stresses that while some experiences are shared across Indigenous Australia, there is also great diversity between and within Aboriginal and Torres Strait Islander communities and cultures.
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
The document provides information and ideas for teaching global issues as part of the curriculum, including:
- Why it is important to teach global issues and enhance the curriculum with a global dimension
- Examples of curriculum opportunities to teach about global themes like human rights, conflict resolution, and sustainability
- Suggestions for global learning activities like researching global topics, creating products for real audiences, and participating in events like Peace Day
- Websites that provide resources for teaching global issues
This document discusses Global Citizenship Education (GCED) as an educational concept that prepares learners for the challenges of the 21st century globalized world. It combines aspects of civic education, global education, peace education, and human rights education by focusing on developing knowledge, skills, values and attitudes to foster participation in and contribution to a more equitable global society. The United Nations and UNESCO have adopted GCED as a framework to promote education for global citizenship and a more just and peaceful world. The document examines key questions around GCED, such as balancing national and cosmopolitan identities, and how it can be implemented in practice.
This document discusses global citizenship education (GCE), which aims to equip learners with the knowledge, skills, values and attitudes needed to address global challenges. It recognizes that education must promote both universal values like justice, equality and respect, as well as respect for individual and cultural differences. The document outlines common elements of GCE, including fostering understanding of identity, global issues, critical thinking skills, social skills and collaborative action. It profiles both formal and informal approaches to GCE and enabling factors like supportive pedagogy and youth initiatives. While acknowledging ongoing debates, the document emphasizes that challenges should not prevent the practical implementation of GCE to help learners thrive in an interconnected world.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
Education for Sustainable developmmentVENIE PESITO
Education for Sustainable Development (ESD) aims to use education as a tool to achieve sustainability. ESD seeks to provide people with the knowledge, skills, and perspectives needed for sustainable living. While education increases awareness of sustainability, simply increasing basic literacy is not enough - curriculums must be reoriented to address sustainable production and consumption. Implementing ESD requires participation across communities to develop programs that are locally relevant while addressing global sustainability challenges. Education is key to building capacity for informed decision-making and quality of life improvements towards a sustainable future.
The document discusses education for sustainable development and how it relates to people with disabilities. It provides background on sustainable development goals and how the original MDGs from 2000 failed to address the needs of people with disabilities. The 17 sustainable development goals adopted in 2015 aim to be more inclusive of disabilities. Education for sustainable development seeks to empower people and promote lifelong learning so that all individuals, including those with disabilities, can work towards a more sustainable and just world.
This document provides an introduction and overview of a sourcebook on values education for peace, human rights, democracy and sustainable development in the Asia-Pacific region. It was produced by APNIEVE (Asia-Pacific Network for International Education and Values Education), in collaboration with UNESCO. The sourcebook contains chapters on the APNIEVE philosophy, regional context, education for living together, teaching guidelines and sample lesson plans, the state of values education in teacher education programs, and related declarations. It aims to equip students and teachers with the knowledge, skills and attitudes needed to live together in peace and harmony through international education and values education.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
The document discusses Education for Sustainable Development (ESD). It aims to open awareness of globalization, nurture problem-solving skills, and provide education for all as a human right. ESD has three components - environment, economic, and social. It affects sustainability through an educated citizenry for implementation, decision-making, and improving quality of life. The UN Decade of ESD from 2005-2014 aimed to integrate sustainability principles into education worldwide.
Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
This document discusses human rights education and environmental education. It defines human rights as fundamental rights inherent to all humans, such as life, property, medical care, and freedom from discrimination. Human rights education aims to enhance knowledge of rights and foster respect and responsibility. It also outlines objectives of environmental education, such as developing awareness of environmental issues and skills to address problems. The document emphasizes that both human rights education and environmental education are important for social development and understanding interconnected systems.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
Learning to live together in peace and harmonyPamela Gonzales
The document discusses the concept of "learning to live together", which is described as the fourth pillar of education. It involves developing understanding of others, respecting differences, and participating cooperatively in human activities. Learning to live together is presented as vital for building peace and addressing issues like violence, conflict, and intolerance in today's diverse world. The document outlines how education can promote learning to live together through reforms, curriculum changes, teaching methods, and linking learning across different contexts.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate (IB). It describes the PYP curriculum model which focuses on developing the whole child through six transdisciplinary themes explored using six subject areas and transdisciplinary skills. The essential elements of the PYP curriculum are knowledge, concepts, skills, attitudes, and action. Assessment in the PYP aims to provide feedback on the learning process and involves students and teachers.
This presentation covers the basic topics of value education like valuing nature, valuing culture, social justice, human heritage, common property resources, ecological degradation and human rights
Internationalization of higher education is important for fostering international understanding and training citizens of the world. Chinese higher education promotes internationalization by increasing international student and scholar exchanges and founding Confucius Institutes to share Chinese culture. It also emphasizes absorbing knowledge from all cultures to develop students' global perspectives while maintaining national identity. Strengthening internationalization in universities helps educate students on diverse cultures and perspectives to build mutual understanding between countries.
International Commission on Education for Twenty First CenturyHONEY BABU
The International Commission on Education for the 21st Century, headed by Jacques Delors, published the report "Learning: The Treasure Within" in 1996 which recommended education should focus on four pillars: learning to know, learning to do, learning to live together, and learning to be. The report emphasized that education has a fundamental role in fostering human development and reducing issues like poverty, inequality, and conflict between groups. It also stressed the importance of lifelong learning and international cooperation to address tensions arising from issues of globalization, tradition versus modernity, and balancing long and short-term goals.
Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
This document discusses factors that positively impact Aboriginal and Torres Strait Islander education. It emphasizes understanding students' history and culture, developing respectful relationships with Indigenous communities, and allowing Indigenous groups to represent their own perspectives in curriculum. The document also stresses that while some experiences are shared across Indigenous Australia, there is also great diversity between and within Aboriginal and Torres Strait Islander communities and cultures.
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
The document provides information and ideas for teaching global issues as part of the curriculum, including:
- Why it is important to teach global issues and enhance the curriculum with a global dimension
- Examples of curriculum opportunities to teach about global themes like human rights, conflict resolution, and sustainability
- Suggestions for global learning activities like researching global topics, creating products for real audiences, and participating in events like Peace Day
- Websites that provide resources for teaching global issues
This presentation on Inclusion & Inclusive Practice was delivered in January 2023 to PGCE students. The session was interactive and allowed students to ask questions about working in a PRU/AP setting as well as providing a theoretical underpinning to their inclusive practices.
This document discusses globalization, cultural literacy, and multicultural literacy. It defines globalization as the increasing interconnectedness of people and institutions worldwide, driven by factors like technology and trade. Cultural literacy refers to understanding the signs, symbols, and customs of a given culture. Multicultural literacy involves skills and perspectives that allow respectful communication across cultural differences. The document also outlines challenges of teaching cultural literacy in the Philippines and stresses the importance of teachers developing multicultural perspectives to be inclusive of diverse students.
Aeia conference presentation de colonizing international educationJulie Vaudrin-Charette
This document discusses efforts to decolonize international education by drawing parallels and applying lessons from indigenous education. It provides examples from Memorial University, Montana State University, and University of Ottawa of incorporating indigenous perspectives and knowledges. These include supporting indigenous student experiences abroad, collaborating with indigenous advisory committees, and grounding internationalization in theories of social justice and civic engagement rather than just individual competencies. The document argues for an activist approach to institutional leadership on these issues through challenging underlying assumptions and resisting colonial systems.
Population education has a relatively short history beginning in the 1940s when advocates called for its inclusion in school curriculums to raise awareness of overpopulation issues. International organizations like UNESCO also emphasized the need for population education to promote sustainable development. The purpose of population education is to help students understand the impacts of population change and develop decision-making skills to improve family and community well-being. It provides knowledge and aims to change attitudes about population issues.
- Environmental education aims to increase environmental literacy and skills to address environmental issues. It began in the 1930s in response to the Dust Bowl and has expanded globally over time.
- Key milestones include the National Environmental Policy Act of 1969, the UNESCO Belgrade Charter of 1975, and the UN Decade of Education for Sustainable Development from 2005-2014.
- The document outlines several frameworks for ecoliteracy, which emphasize systems thinking, concern for the environment, and understanding humanity's interdependence with natural systems. Active learning approaches like project-based learning are important for developing ecoliteracy.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
An Organisational Analysis of the World Indigenous Nations Higher Education C...Che-Wei Lee
The document provides an overview and analysis of the World Indigenous Nations Higher Education Consortium (WINHEC). It discusses WINHEC's role in facilitating indigenous nation-building, self-determination, and control over higher education. WINHEC emerged in response to a lack of globally articulated, indigenous-oriented organizations for postsecondary education. The analysis uses a strengths, weaknesses, opportunities, and challenges framework to examine WINHEC's contributions and effectiveness in furthering indigenous engagement in higher education worldwide.
Inglewood school embedding global learning powerpoint,3 sept 2013 2katiecdec
This document outlines an agenda and presentation for a workshop on embedding global learning in teaching. The workshop aims to explore what global learning is, why it's important, and how to incorporate it across the curriculum. It discusses key concepts like diversity, identity, and global citizenship. Teachers will learn strategies for raising awareness of different cultures and global issues, and how students can take action. The presentation encourages mapping topics against concepts like interdependence and evaluating coverage to identify areas for development, in order to better promote global perspectives in education.
Mapping Indigenous Paradigms, Research, and Practice in the World Indigenous ...Che-Wei Lee
This document provides an in-depth analysis of the World Indigenous Nations Higher Education Consortium (WINHEC) and its role in advancing indigenous higher education worldwide. It identifies four existing theories and proposes two new theories that help explain WINHEC's operations. Social mapping, archival analysis, and discourse analysis were used to examine WINHEC's indigenous paradigms and practices. The findings suggest that both indigenous and non-indigenous groups play important symbiotic roles in furthering indigenous higher education globally, and that WINHEC makes significant contributions to indigenous engagement and representation in higher education.
This document provides an introduction to education for sustainable development. It discusses key concepts such as the definition of sustainable development from the Brundtland report and perspectives that question the concept. The challenges of education for sustainability are explored, including the need to equip students with sustainability literacy and for education to address unsustainability. Critical questions are raised about whether current education contributes to or helps solve sustainability problems. The goal of the UN Decade of Education for Sustainable Development is presented to integrate sustainable development values into all aspects of learning.
This document discusses the importance and purpose of teaching geography in schools. It argues that geography education should go beyond just imparting facts and instead aim to develop students' capabilities to understand the complex world. These capabilities include understanding identity and place, physical and human environments, and students' role in local and global issues. The goal is for students to "travel with a different view" and make the world a better place through geographical inquiry that encourages questioning and critical thinking about social, economic and environmental challenges. Key concepts and processes in geography teaching should focus on developing students' world knowledge, relational understanding of people and places, and disposition to consider links between different systems.
The document discusses global citizenship education in early childhood. It provides information on the Global Learning Centre (GLC), an organization that supports global education. It outlines strategies for teaching global citizenship, including questioning techniques, challenging stereotypes, and using children's literature. Contact details are provided for the GLC education officers.
This document discusses using educational technology to promote social justice and equity in mathematics education. It advocates teaching mathematics as an analytical tool for students to understand their social contexts and develop agency for change. The document provides examples of lessons using data to explore important questions about global wealth distribution and issues of student interest. It aims to empower students mathematically while helping them examine social inequities. Resources are shared for using data-driven lessons around topics like climate change, endangered species, and racial profiling.
How lifelong learning shapes sustainable developmentRika Yorozu
Presented in the International Seminar on Empowering Community Learning Centers in Enhancing Learning Society through Education for Sustainable Development (Jakarta, Indonesia, 2 – 5 September 2014)
DTES1: Session 1aims and purposes of educationAlison Hardy
This document discusses the aims and purposes of education. It begins by quoting several influential thinkers on their definitions of education. It then examines different perspectives on what constitutes education, including whether it must be intentional and transmit something worthwhile. The document also explores who decides what knowledge is worthwhile and what education is for from both an individual and societal perspective. It outlines some common purposes of education proposed by governments and boards of education. Finally, it notes there are many differing views on the fundamental aims of education.
Global Education is a Two-Way Street NAFSA 2016Sandra Crenshaw
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1. The Realities of Life: education for
global citizenship
ANZNet Formation to Mission Conference
Educating Minds, Opening Hearts, Transforming Lives
Friday 7 - Saturday 8 March 2014, Stuartholme School
Alisa Cleary- Education Consultant
2. We ourselves who have to do with
children must first appreciate the realities
of life before we can communicate this
understanding to others or give the right
spirit to those we teach.
(Janet Erskine Stuart, 1912/2000:81)
Young Girl Doing Needle
Work, Hermann Kopf, 18701928.
3. ...we cannot fully understand life today in our own communities
unless we set this in the wider global context.
What happens elsewhere in the world constantly impacts on
our daily lives whether this is international finance, food,
fashion, crime, the weather or popular music.
(Hicks and Holden, 2007:4)
4. One of the tasks of the progressive educator,
according to Paulo Freire, is to unveil
opportunities for hope, no matter what the
obstacles might be (1994:9).
5. Global Citizenship Skills for the 21st
Century
The concept of multidimensional citizenship highlighted in The
Citizenship Education Policy Study (Cogan and Derricott, 2000).
This four-year study sought the opinions of 182 policy experts
across nine nations from a range of fields including
politics, industry, science, health and education to determine
their perspective on:
(a) emerging global trends likely to impact people‟s lives up to
the year 2020;
(b) the citizenship characteristics required to cope with and/or
manage the impact of these trends; and
(c) the implications of this for educational policy particularly in
regard to citizenship education.
6. Global Citizenship Skills for the
21st Century
1. The ability to examine and tackle problems as
members of a global society.
2. The ability to work with others in a cooperative way
taking responsibility for your role in society.
3. The ability to understand and accept cultural
differences.
4. The ability to think in a critical and systematic way.
5. Being willing to resolve conflict in a non-violent way.
6. Being willing to change your lifestyle and habits to
benefit the environment.
7. The ability to appreciate and defend human rights.
8. Being willing and able to participate in politics at
local, national and global levels.
(Cogan and Derricott, 2000)
7. So what does global education
look like?
(Retrieved from Hicks and Holden, 2007:29)
8. For Edmund O‟Sullivan, global
education provides the
necessary, radical change in
perspective within educational
institutions to deal with the
magnitude of the problems that
we are currently facing at a
planetary level (1991:65).
Transformative learning involves experiencing a
deep, structural shift in the basic premises of
thought, feeling, and actions. It is a shift of
consciousness that dramatically and permanently alters
our way of being in the world. (O‟Sullivan, 2002:11).
10. The Framework
The framework for global
education outlines the
values, knowledge, skills
, and opportunities for
action within five
interconnected learning
emphases and their
encompassing spatial
and temporal
dimensions.
(Quittner and Sturak, 2008:5)
11. To some, making a commitment to
social justice means that we must
add a whole new program to an
already to an already overcrowded
curriculum.
We need not choose between
academic achievement and a
positive school climate as though
these were incompatible or
antagonistic goals.
In reality, however, there are
teachable moments for social justice
everywhere, and a teacher who is
primed and committed to noticing
and responding to such moments can
infuse values about belonging,
right treatment, and justice
throughout the day (Sapon- Shevin,
2010:4).
12. The Melbourne Declaration on
Educational Goals for young
Australians
Global integration and
international mobility have
increased rapidly in the last
decade. As a consequence, new
and exciting opportunities for
Australians are emerging. This
heightens the need to nurture
an appreciation of and
respect for social, cultural
and religious diversity, and a
sense of global citizenship.
(2008:Preamble)
13. Goal 2: All young Australians become successful
learners, confident and creative individuals, active
and informed citizens
(2008: 8-9)
14. The Australian Curriculum
P-10
• English, Mathematics Science, History
• Geography, Languages, The Arts
• Health and Physical Education, Design
and
Technology, Economics/Business/Civics
and Citizenship
17. How is global education best taught in the
classroom?
What type of pedagogy should be used?
Any understanding of the contemporary world needs to
be based in:
• participatory and experiential ways of teaching and
learning,
• involve the head and heart (cognitive and affective)
and
• the personal and political (values clarification and
political literacy).
It needs to draw on the learner‟s direct or simulated
experience and it requires the development of;
interpersonal, discussion and critical thinking skills, as
well as skills of participation and action.
(Hicks and Holden, 2007:27)
19. The realities of life… they are best learned in the
actual doing from those who know how to do them…
the human voice and hand go much further in
making knowledge acceptable than the textbook with
diagrams.
(Janet Erskine Stuart, 1912/2000:81)
(Retrieved from: http://www.stuartholme.com)
20. What resources are available to
help me develop the global citizen
in my classroom???
23. Empowering Women and Girls
• Women work around two–thirds of the world’s
working hours, produce half the world’s food, earn
10 per cent of the world’s income and own less
than 1 per cent of the world’s property
• Saudi Arabian women are not allowed to drive
• Married women in Iraq, Yemen, Saudi Arabia and
Libya require their husband’s written permission
to travel
• More than two-thirds of the world’s illiterate adults
are women
• 65 per cent of women in PNG are victims of
domestic abuse (some regions 100 per cent)
• World Bank estimates that two-fifths of girls are
never delivered due to infanticide.
(Geographies of Human WellBeing, 2013:7-8)
24.
25. Global Learning in Poetry
(World Poetry Day: 21st March)
• What is the poem about?
• What type of character is in the poem?
• Where might the poem be set?
• What global themes might be included in the
poem?
26.
27. Natalie Stewart (“the Floacist”) was formerly one half of „Floetry‟.
With Marsha Ambrosius (“the Songstress”) Stewart recorded two
studio albums, one live album, and sold over 800,000 records
worldwide.
(Source: The Poetry Station)
Stewart attended Brit School for Performing Arts and Technology and
Middlesex University London and later transferred to North London
University. (Source: Wikipedia)
31. References
Cogan, John and Ray Derricott. 2000. Citizenship for the 21st Century: An International
Perspective on Education, London: Kegan Paul.
Erskine Stuart, Janet. 1912/2000. The Education of Catholics Girls, Australia: Merino Litho.
Freire, Paulo. 1994. Pedagogy of Hope: Reliving Pedagogy of the Oppressed, M. B. Ramos
(trans.). New York: Continuum.
Hicks, David and Catherine Holden, eds. 2007. Teaching the Global Dimension- Key Principles
and Effective Practice. London and New York: Routledge.
Melbourne Declaration on Educational Goals for Young Australians (2008). Accessed 28 February
2014. Available at: http://www.mceecdya.edu.au/verve/_resources
national_declaration_on_the_educational_goals_for
_young_australians.pdf
O‟Sullivan, Edmund. 1999. Transformative learning: educational vision for the 21st century.
London, New York: Zed Books.
O‟Sullivan, Edmund, Amish Morell and Mary O‟Connor, eds. 2002. Expanding the Boundaries of
Transformative Learning, 2nd ed. New York: Palgrave.
Quittner, Kaye and Katharine Sturak. 2008. Global perspectives: a framework for global
education in Australian schools. Melbourne: Curriculum Corporation.
Sapon- Shevin, Mara. 2010. Because we can change the world. A practical guide to building
cooperative, inclusive classroom communities. Thousand Oaks California: Corwin.
32. Contact Us
102 MacDonald Road
Windsor
Ph: 3857 6666
Fax: 3857 6655
Email: glc@glc.edu.au
Website: www.glc.edu.au
Alisa
alisa.cleary@glc.edu.au
Karena
karena.menzie@glc.edu.au
Laura
laura.broadbent@glc.edu.au
Nena
(teacher/librarian)
nena.morgante@glc.edu.au
Editor's Notes
‘Thosethings that have to be learned in order to live and which lesson books do not teach. Things to be done, and things to be made and things to be ordered and controlled. The dignity of manual labour. Domestic duties: needle work, cooking etc’ (page 91-94).
David Hicks was formerly Professor in the School of Education, Bath Spa University, where he helped develop and taught on the undergraduate Education Studies degree. He is now a freelance educator with a particular interest in education for sustainability, climate change and the shift to a post-carbon future. For the last twenty years his research, writing and teaching have focused on ways of helping students and teachers think more critically and creatively about sustainable futures. His latest book, due out in 2014, is Education for Hope in Troubled Times: Climate change, peak oil and the transition to a post-carbon future.Cathie Holden is Associate Professor at the University of Exeter, UK, where she trains both primary and secondary teachers. Traditionally 3 scenarios , Hicks added the 4th. Fuzzy, lacks conceptual clarity, only to do with generally learning about the world, Uncritical both about social and political formations and appropriate pedagogical procedures for exploring the world. Thus ‘popular’ form of global education where any reference to the wider world is somehow taken to be a good thing.Critical of self: Focuses on personal growth and understanding as its mean outcome . Focus for educators who want to explore the world today but particularly in a child-centered way. Stresses the importance of developing self-esteem and cooperative skills, often pays much less attention to the use of critical thinking skills in a local and global context. Critical of Society: Focus critical understanding of social and political issues and the development of pedagogy which challenges dominant neo-liberal ideology and market driven forms of education. May fail to pay attention to the personal and social skills needed for the development of self-esteem and empathy.Holistic Scenario: Draws on 2 and 3 and argues that education needs to be about changing both self and society. In doing so it embraces personal and political change equally , aiming at self -actualization of the individual but embedded within the context of a socially and environmentally responsible local and global citizenship. (Hicks and Holden: 2007:29)
The Transformative Learning Centre is based at the Ontario Institute forStudies in Education of the University of Toronto (OISE/UT).Edmund O'SullivanEdmund O’Sullivan is a Professor of Education at the Ontario Institute for Studies in Education at the University of Toronto. He is Director of the Transformative Learning Centre that does both research and graduate programs on ecological issues. The Centre emphasises a global-planetary vision combining ecological literacy, social justice and human rights concerns, with diversity education that deals with issues of race, gender, class, and sexual orientation. Its goal is to help sustain a vision in education that has a global planetary consciousness and which creates a critical approach to global market visions of education. Ed has been a Professor at the OISE for 32 years and has taught courses in child development, educational psychology, critical mass media studies, critical pedagogy and cultural studies and presently heads up the program for Transformative Learning. He is the author of eight books and has over a hundred articles, chapters in books and refereed journals. His latest books are Critical Psychology and Critical Pedagogy and most recently Transformative Learning: Building Educational Vision for the 21st Century. Ed has also been honoured in his teaching work when he received The OCUFA Teaching Award for Excellence in Teaching at the University Level.
4. A Social Awareness that Impels to Action Stuartholme School acknowledges the importance of the School body being actively engaged with the wider community. An understanding of issues surrounding social justice from local, national and international perspectives is encouraged through our active outreach programme(website).