UNICEF Education Manager presentation
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The following presentation is a sample of workshops done with teachers on the topics of children's rights, global citizenship education and rights-respecting schools. There are links to videos that offer inspiration & hope for teachers and youth.
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UNICEF Education Manager presentation
- 1. Global Ed Children’s Rights Engaging students Transforming schools Dina Desveaux Education Manager
- 2. UNICEF Canada Every child Every opportunity No exceptions.
- 3. Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. -- Margaret Meade
- 4. UNICEF Canada’s Global Classroom WHO ARE WE? We’re a Canadian Based Education Program OUR GOAL: To expand & strengthen Global Citizenship Education & Human Rights Education
- 5. The UN Convention on the Rights of the Child (The Convention) Most widely accepted human rights treaty
- 6. 4 Guiding Principles of the Convention Survival and development Non-discrimination Best interests of children and youth Youth participation
- 7. What is Your Lens?
- 8. Embracing Children! The Journey of Child-centered Global Citizenship
- 9. What do you think the attributes of a global citizen should be?
- 11. Rights Respecting Schools: An introduction to the UNICEF Canada initiative
- 12. Cape Horn Pilot School “We know how to respect each other… we actually know why and how we are respecting that person, we are being kind to everyone. It’s pretty awesome.” Allie, Grade 5 Cape Horn School, Coquitlam BC
- 13. What is a Rights Respecting School (RRS)? UNICEF Canada’s Rights Respecting Schools initiative is a framework for educational improvement that aims to transform the whole learning environment with a consistent, rights-based approach.
- 14. A Supportive Framework for Schools
- 15. IMPACTS OF RIGHTS-RESPECTING EDUCATION • Improved self-esteem and well-being • Improved relationships and behaviour • Improved engagement in learning • Positive attitudes towards diversity in society • Reduction in prejudice • Enhanced moral understanding • Support for global justice “When you are talking people listen to you and they don’t interrupt. They give you the right to speak up.” Daniella, Grade 5 , Cape Horn
- 16. The Tools to Make it Happen: 1. The Toolkit 2. Teacher Guide 3. A Virtual Learning Environment 4. Professional Education Staff Support
- 17. Educating for Global Citizenship: A Practical Guide for Canadian Schools
- 18. CORE CONCEPT: Action & Participation eed s dreamers "The world n ers. rl d needs do and the wo world need s the Bu t above all, .“ dream e rs w h o d o - Breathnach -Sarah Ban
- 20. Images & Perceptions Perceptions e e; erpret ’w e s e int what ow’ w r to ‘ to ‘h s refe refer a ge t i ons s I m ep e p erc imag se tho
- 21. Selby & Pike Billiard Ball Metaphor
- 22. BILLIARD BALL METAPHOR MESSAGE Emphasis on separateness Emphasis on externalities Emphasis on the clash of relationships (where the inner essence is unaffected by the external relationship) Emphasis on limited connections Emphasis on measurability & certainty “No two things occupy the same space at the same time; instead they alter one another’s positions.”
- 24. Are they a ‘LOST’ cause?
- 25. Walk Around Question: What is the most important issue facing children and YOUth today? -Using only one or two words, write your answer down on paper. (1-2 minutes) -Stand up, walk around and read what everyone else has written. This is the SILENT portion of the activity. (1-2 minutes)
- 26. Walk Around -Pair up and present your respective issues (30 seconds each), then choose only one issue to go forward with and be prepared to talk about it. (2 minutes) -Hold the piece of paper between you and walk around the room. Find and join into a larger, like minded group (1-2 minutes)
- 27. Walk Around Once you are in a group, discuss and identify: 9 ACTIONS that could be taken to improve, change, eradicate the global issue you are most touched by.
- 28. RANK THEM! What are your top 3?
- 29. IDENTIFY YOUR POTENTIAL • … By combining your passion with your potential – the sky’s the limit!!
- 31. HEAD, HEART & FEET What have I learned? What action steps Ideas, concepts, facts… How do I feel will I take? New differently? skills…etc. Changes in values, beliefs…
- 32. Happy Canada Day!! Go Glocal!!
- 33. Educators and Learners: “We will change everything” Let us part on this inspiring note Many thanks for your contribution in the class and a million thanks for the contribution you are making to children….
Editor's Notes
- Hi and Welcome! My name is Dina Desveaux.. I ’m here today to talk with you about Global Citizenship Education and Children’s rights Education and some of the ways UNICEF is working with teachers across Canada to help make it easier to integrate those ideas into classrooms & schools.
- OUR VISION Every child. Every opportunity. No exceptions. OUR MISSION To mobilize and empower Canadians to invest in the positive transformation of every child ’s future. UNICEF is committed to saving children ’s lives which is what we are most known for but we are also committed to education which is the solution in the long-run – We are committed to getting children in school and we are just as committed to QUALITY education for every child. The vision & mission of UNICEF Canada is also MY DREAM for all children, both here in Canada & around the world! Introduce Activity 1 Activity: What is a global citizen ? Click on “Every child” to play YouTube video (Note: while video is playing distribute the worksheet) http://www.youtube.com/watch?v=1aSbKvm_mKA (link in case of problem)
- Activity debrief, share my personal reflection about the woman at the front in the YouTube Video: For me: That WOMAN at the front represents EVERY CHILD! She is every single student that will ever sit in our classroom IF WE ENGAGE HER!! She represents EVERY CHILD ’ S POTENTIAL! AND THE AMAZING THINGS THAT CAN HAPPEN WHEN YOU START WITH ONE AND SPREAD THAT POTENTIAL!! OPTION: read the poem about the flame.
- Elaborate with the educators on the role of the Global Classroom & the Convention on the Rights of the Child (slides 4, 5 & 6) Whereas the mission of UNICEF Canada is to mobilize the Canadian population at large, the Global Classroom team works with educators, including Ministries of Education, School Boards, universities, National Educational Bodies like the CTF and of course, TEACHERS!! We advocate for educational reform that puts every child at the center of policy…and for child-centered curriculum delivery in classrooms.
- What guides our work is a treaty. Have audience guess which is the most widely ratified treaty in the world.
- Share my personal story that explains the importance of a lens! Invite participants to think about their lens & to share with the group
- THIS IS OUR GLOBAL CITIZENSHIP LENS!!
- Based on the activity….
- Every child should experience what it feels like to make the world a little better. ” − Donata Elschenbroich Giving Prominence to Global Citizenship Education There are multiple ways to make global citizenship education more prominent in schools and classrooms, and there is ample research to suggest that permeating the entire curriculum is the most effective way. By incorporating global citizenship education into schools in a holistic manner, learners will benefit from whole school commitment that involves all teachers, all staff, all learners and the whole community. Having said that, this may not be possible right away for a multitude of reason, not the least of which is the school community may not be aware or prepared to embrace a whole school commitment. For this reason, the Global Classroom develops resources that aim at raising awareness and providing educators with tools that can help them ease into it. These tools, such as the Global Citizenship Calendar, are one way to begin. Explain and distribute the calendar. For those who think they may be working in an environment that is ready for a whole-school, holistic approach I will also tell you about a UNICEF Canada school program (next 3 slides).
- When you think of UNICEF, you may think of it as an organization that helps children in poorer nations. Well, that is true, but UNICEF Canada also has Canadian programming because we believe that EVERY CHILD deserves EVERY OPPORTUNITY, with NO EXCEPTIONS, and that includes children here in Canada! The purpose of this part of the presentation is to give you a quick overview of what a Rights Respecting School is, its educational and social benefits, how this program fits into the Nova Scotia education system, and what UNICEF Canada offers to support the schools that participate in this programme. I think the best way to explain this concept is to hear what students are saying about it. Show the Grade 5 Video: This video was created by simply asking some of the grade 5 students at Cape Horn Elementary questions about the process of becoming a Rights Respecting School and what this means in their school and to each of them.
- TO RECAP: SLIDE Using the Convention as its inspiration, the Rights Respecting School model helps schools support the rights of children in school culture and in the curriculum. The RRS model is a framework for educational improvement and it will provide you with a toolkit to transform the WHOLE learning environment with a consistent, rights-based approach.
- Note – this slide can be adapted for specific policies in various regions: A Rights Respecting School uses the United Nations Convention on the Rights of the Child (the Convention) as a basis for enhancing an inclusive and respectful school culture which promotes participation and active citizenship. It is important to understand the RRS initiative is not meant to be delivered as an “add-on” or new program for a school. The Rights Respecting School initiative provides a framework and language for schools to augment and bring cohesiveness to existing school programs which are already working towards the same goals – respecting the rights of children. Throughout the process of becoming a RRS, schools work with UNICEF educational staff to identify how the Convention can be used as a framework to enhance existing school initiatives and develop their own action plan based on their own needs. Note: If dealing with a school or school board use a specific example of a school/school board program to demonstrate how the RRS initiative supports existing programs. Some possible points for Q & A below: An example of how the RRS initiative supports existing school programs is with restorative justice programs some schools are implementing. Restorative justice can be a complicated concept to explain to children. However, if children understand their rights and the rights of others, the language of rights can be used to explain the concept and increase the understanding of students as to why the program exists. Extra notes for questions from audience on further explaining the connections between policies and children ’s rights: Equity and Inclusive Education Strategy: Implementing the Convention on the Rights of the child ensures no child is discriminated against, provides for the right to special education for those with a disability, and provides for the right to culture, language and religion. Being cognizant of these rights and making educational decisions on learning in the classroom, resource use, and other school policies ensures diversity is respected which fosters a just and caring environment. (Policy Overview): To achieve equitable and inclusive school climates, school boards and schools will strive to ensure all members of school community feel safe, comfortable and accepted. We want all staff and students to value diversity and to demonstrate respect for others and a commitment to a just, caring society. ____________________________________________________________________________ Research : Research on the Rights Respecting School Award in the UK has demonstrated that when students feel their rights are being respected, they belong and that they matter – they aspire to higher achievement. Understanding their universal connection to children around the world by their shared rights, students become engaged in learning about global citizenship and feel empowered to take action. Through the modeling of children ’s rights in a classroom and school through the implementation of democratic processes students learn how to be active citizenship at an early age. Emphasizes the importance of equitable and inclusive schools in which all students are welcomed and respected, feel a sense of belonging, and are inspired to achieve to the best of their ability. Our focus on reaching every student requires high expectations for all students in learning, academic achievement and citizenship and character development ____________________________________________________________________________ Safe Schools (PPM 145): Research on the Rights Respecting School Award in the UK has demonstrated that learning about children ’s rights decreases levels of bullying and violence. When students understand their own rights as outlined in the Convention on the Rights of the Child, they understand there is a reciprocal action to each right. When students know they have the right to not be discriminated against, they understand their peers and adults also have this right and act accordingly. Teaching and learning about rights, as well as modeling children’s rights, is a proactive means of creating nurturing, supportive and safe learning environments. (Policy Overview): Aimed at all members of the school community, fosters efforts to ensure that schools are safe and welcoming environments for everyone and are effective in leading to systemic changes that will benefit all students and the broader community. This approach is valuable in addressing such issues as racism, intolerance based on religion or disability, homophobia, and gender-based violence. ____________________________________________________________________________ Student Voice: The United Nations Convention on the Rights of the Child outlines that children have the right to give their opinion and for adults to listen and take it seriously (article 12). Bringing a rights-respecting approach to teaching, learning and decision-making within the school supports the Ontario government ’s efforts to allow students a voice in their own learning. In a rights-respecting school, teachers and administrators are encouraged to explore ways to develop processes which allow student opinion in their learning and school environment.
- Research conducted by the University of Brighton and the University of Sussex in these rights-respecting schools has demonstrated the following impacts of rights-respecting education:
- UNICEF Canada supports schools to engage in the Rights Respecting School initiative in ways that include: A toolkit providing a detailed account of the steps and building blocks that cultivate a Rights Respecting School. A teacher guide which provides exemplar lessons for each grade on how to bring children ’ s rights into the existing curriculum as well as lessons on creating a classroom charter for each grade. A virtual learning environment where teachers and students can share ideas and find practical resources. Professional education staff that can facilitate, advise and support school leaders, teachers and students.
- Introduce the course developed for teachers-in-training at UPEI and the guide
- Many out there tout the importance of awareness, but let’s look at a concrete example. Women who live in a country without socialized Medicare can have all the awareness about breast cancer, but if they can’t afford to see a doctor that awareness won’t help them.
- LET’S LOOK AT ONE OF THOSE CORE CONCEPTS: IMAGES & PERCEPTIONS Images refer to ‘what’ we see; perceptions refer to ‘how’ we interpret those images. Images and Perceptions The images we see reflect ideas about people and places and are conveyed through photographs, television, films, the Internet, mass media, and printed and spoken words. A global classroom encourages learners ’ understanding of how perceptions are shaped by a variety of factors including age, class, cultural background, ethnicity, gender, sexual orientation and race, and allows learners to become more aware of and sensitive to the effects of bias. It is critical for learners to understand that we all interpret images, and thus reality, from within a particular framework of ideas and assumptions.
- Philosophical underpinnings of Global Ed: This metaphor works to explain the paradigm in which we have historically viewed education and some would say the world, like the reductionist view of traditional science. We are now at a time of paradigm shift. Global Warming scientists have adequately convinced us that once you ’ve burned the trash in the back of a lot somewhere – there WILL BE repercussions. And if we try to pour knowledge into the brain of a child who is being bullied in the playground or the child who came to school hungry we will quickly find how ineffective that is. We are thus in a PARADIGM SHIFT AWAY FROM THE BILLIARD BALLS…
- This metaphor works to explain the paradigm in which we have historically viewed education and some would say the world, like the reductionist view of Science. … Ask the participants if they can think of a better metaphor??
- OFFER THE METAPHOR IN THE GUIDE AS AN EXAMPLE: When we touch any part of the web, it sends ripples and reverberations to the whole; Affecting both the external & internal state of each element; so that All are affected by the sum total of relationships. Everything is part AND whole. Metaphors can be positive or negative depending how you look at them (e.g. a web-like net could support an acrobat, but then think of how a fly might view that same net, or think of how the marginalized in our society might feel about the web of economic globalization). This is the philosophy that underpins Global Citizenship Education whereby everything that happens locally has a reverberation globally and vice versa. Provide localized example - action in which a rural pastor in the US decided to burn the Koran and how that became an international event with multiple consequences…
- You might be wondering: How does this look like in a lesson plan?? There are hundreds of lesson ideas in the appendices to the guide. This is one example of an English language class that introduces the palindrome (see notes below): Click on ‘ LOST ’ http://www.youtube.com/watch?v=MWSYPDh7O5Q&NR=1 Notes: Where does the expression “Lost Generation” come from? A – Fitzgerald (here UK band, on YouTube) Palindromes: I ’m a lasagna – hang a salami #s like 777 or 353 Words like Mom or kayak
- ACTIVITY THAT COULD BE USED/ADAPTED AS A WHOLE SCHOOL APPROACH. I WOULD NOW LIKE US TO DO AN ACTIVITY TOGETHER THAT COULD POTENTIALLY MAKE CHANGES IN A SCHOOL THAT INCORPORATES THE VOICE OF CHILDREN. Hold the piece of paper between you and walk around the room. Join into a larger, like minded group (1-2 minutes) Once you are in a group, try to identify any children ’s rights that might be affected by your respective issues. (Tell participants that there are copies of the Convention poster around the room)
- Mention the diamond method to educators
- I hope that if nothing else, you will come away from today with the urge to embrace change; whether change in yourself or in your practice. I wholeheartedy believe that any action, including thoughts, will send ripples and reverberations far and wide…. Welcome to Global Citizenship Action – Make it Sustainable Action!
- EVALUATION ISN ’T JUST ABOUT GRADES!! Share a message with teachers about the importance of reinvesting in yourself. A teacher is the most important (paid) job – parenthood, of course, being the most important! For that reason, I ’d like you to try 2 types of evaluation – one called 2 Stars & a Wish (which will help me help other educators in the future) and on the back of that paper is Head, Heart & Feet (which is meant to help you reinvest in yourself).
- I just wanted to add another word about citizenship. Global Citizenship is not forgetting about national citizenship and especially not about local citizenship. There ’s a term that I didn’t include in the manual because it will quite likely be replaced by another hip term in a year or two. But the word is GLOCAL, referring to the Global and Local together. I think it ’s very important for children to feel rooted and to identify with those aspects of their childhood that speak of home. Whether that’s a moose or a potato. Problems in our society are exacerbated when children are so disconnected and don’t feel like taking part in their surroundings. A smile is universal – you can start by smiling at the people next to you in the room and consider that your first global act!!!!!!!!!!
- Play this while educators are filling out evaluation. Embed Code <iframe title="YouTube video player" width="640" height="390" src="http://www.youtube.com/embed/3M_FaoKxvFA" frameborder="0" allowfullscreen></iframe> Or, You tube link: http://youtu.be/3M_FaoKxvFA