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• Introduce the Global Learning Centre (GLC) and Global Education Project (GEP).
• The GLC considers how it could support CST’s.
• Where to from here?
Global Education in the Australian Curriculum
& the Religious Education Curriculum, Archdiocese of Brisbane (2013)
How globally engaged isyour school???
• Take a look at the checklist from the document, Global Perspectives: a framework for global education in Australian schools.
• Decide with your neighbour how effectively your school embraces the principles of global education.
...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)
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).
What is the GLC?
• Not-for-profit community based organisation
• Founded in 1986 as the Queensland Development Education Centre
• Focused on social justice, peace and ecological sustainability
Staff
• Coordinator
• 2 Education
Consultants
• Teacher Librarian
• Administration/Fina
nce Officer
Management Committee
• Chair (Jim Tunstall)
• Vice Chair (Ian Demack)
• Secretary (Barbara
Henderson)
• Treasurer (Lorraine
Dinsey)
• Members:
• Adele Rice
• Christine Ludwig
• Rob Gilbert
• Lyn Martinez
• Phil Standen
History
Key educators :
• Brian Hoepper
• Drew Hutton
• John Fien
Contracted to deliver the
Global Education Project
from 1994 - 2014
Global Perspectives: what are they?
The Framework
The framework for global education outlines the values, knowledge, skills, and opportunities for action within five interconnected learning emphases and their encompassing spatialand temporaldimensions.
(Quittner and Sturak, 2008:5)
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)
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).
A global citizen is one who:
• is aware of the wider world, shares a sense of community and has a sense of their own role as a world citizen;
• respects and values diversity;
• is willing to act to create a future where the rights of all people, social justice and sustainability are more secure;
• is willing to take responsibility for their actions.
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.
(Preamble)
Goal 2: All young Australians become successful learners, confident and creative
individuals, and informed citizens
2008 Melbourne Declaration on Educational Goals for Young Australians.
The Australian CurriculumP-10
• English, Mathematics Science, History
• Geography, Languages, The Arts
• Health and Physical Education, Design and Technology, Economics/Business/Civics and Citizenship
Cross-curriculum Priorities
–Aboriginal and Torres Strait Islander Histories and Cultures
–Asia and Australia’s Engagement with Asia
–Sustainability
General Capabilities
literacy
numeracy
ICT competence
critical and creative thinking
personal and social competence
ethical behaviour
intercultural understanding
Social Justice and Human Rights
Framework page 10
The Religious Life of the School P-12: Social Action
and Justice
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).
The Religious Life of the School P-12
Social Action and JusticeApplying social action and justice requires two important dispositions: empathy (the capacity to stand in the shoes of another) and solidarity (the capacity to walk with another).
Catholic and ecumenical schools work to build these dispositions in students through programs for service learning, social justice programs and outreach experiences.
Social action and justice in schools have a particular connection with knowledge and skills from the social sciences. Foundational to the social sciences are: notions of continuity and change; democratic process; participation; stewardship; sustainability; peace; justice; cultural diversity; inclusion; power; resources and social systems.
Schools plan, implement and reflect upon experiences of social action and justice, drawing on the social sciences, scripture and Catholic social teaching.
(Source: http://www.rec.bne.catholic.edu.au)
Teaching and Learning Processes
Framework Page 22-23
Action for Justice
Catholic and ecumenical schools are encouraged to incorporate service learning into their curriculum.
Service learning involves deepening one’s understanding of the scriptural foundations and meaning of Christian service and how Christian service is exercised in a practical way as a response to identified social issues and areas of need.
Christian service includes active engagement in outreach and immersion experiences that benefit both those engaging in Christian service and those receiving such service.
(Source: http://www.rec.bne.catholic.edu.au)
St Patrick’s College Shorncliffe
• In 2010, St Patrick’s College Shorncliffe made a commitment to embedding the A Framework for Educating for Justice and Peace across the curriculum and sought guidance and resource support from the GLC.
• The GLC worked closely with Mark Ellison, the College’s Curriculum Leader - Justice and Peace, to promote a program which aligns with the Cross-curriculum Priorities (CCP’s) and General Capabilities (particularly critical and creative thinking, personal and social capability, ethical behavior, intercultural understanding) found in the Australian Curriculum.
• In addition to the Key Learning Areas, the CCP’S and General Capabilities are vital to enabling the vision set down in the Declaration and are a focus for educating for peace and justice.
A commonality of vision
1. Melbourne Declaration on Educational Goals for Young Australians
2. Charter for Catholic Schools in the Edmund Rice Tradition
3. Edmund Rice Framework for Educating for Justice and Peace
4. ACARA Cross Curriculum Priorities and General Capabilities
Supporting the delivery of this commonality of vision…
Global Perspectives: A framework for global education in Australian schools
Deeper engagement through a whole-of-school approach. The GLC’s deeper engagement package can
benefit your school by:
• Providing critical support to school leaders and staff to develop a common understanding and shared vision for a whole-school approach to global education;
• Auditing and assessing school teaching programs to assist their alignment with the principles of global education, the Australian Curriculum, a school’s pedagogical framework and relevant standards;
• Planning together with teams to develop globally responsive units that align with the Australian Curriculum and enhance a school’s pedagogical framework. The GLC can support teachers to make these connections, increase their own knowledge of global issues, and build capacity using a repertoire of contemporary and practical classroom strategies.
What resources are available to support a social action and justice
agenda in order to develop the global citizen in my classroom???
Global Learning Centre Library
Physical Collection
Digital/Online Collection
Education Consultants
Digital/Online Resources
Scoop.It! Tumblr Pinterest
Facebook Global Learning Centre
(Food For All, page 32)
Australian Curriculum MathsYear 7
Number and Algebra Strand - Money and financial mathematics
• Investigate and calculate 'best buys', with and without digital technologies (ACMNA174)
Statistics and Probability Strand - Data representation and interpretation
• Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)
(Food For All page 30-31)
Australian Curriculum MathsYear 3 &4
Using picture books to develop mathematical understanding, fluency, problem solving and reasoning
Australian Curriculum ScienceYear 5
Science Understanding - Biological sciences.
• Living things have structural features and adaptations that help
them to survive in their environment (ACSSU043)
Science as a Human Endeavour - Use and influence of
science.
• Scientific understandings, discoveries and inventions are used
to solve problems that directly affect peoples’ lives (ACSHE083)
Science Inquiry Skills - Questioning and predicting.
• With guidance, pose questions to clarify practical problems or
inform a scientific investigation, and predict what the findings of
an investigation might be (ACSIS231)
(Lifting the Lid, page 22-27)
Lifting the Lid, page 22-27
Australian Curriculum ScienceYear 2
Science Understanding – Chemical sciences
• Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)
Science as a Human Endeavour - Nature and development of science
• Science involves asking questions about, and describing changes in, objects and events (ACSHE034)
Science as a Human Endeavour - Use and influence of science
• People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
• Science Inquiry Skills - Questioning and predicting
Planning and conducting - Processing and analysing data and information –Evaluating-Communicating
Thinking Globally: A day of waste, page 121 and Biodegradable or not, page 122
How safe is our drinking water?
Target Years: 3-6
Page 19-21
Interdependence and Globalisation
http://www.charitywater.org/whywater/
Australian Curriculum English: Content Strands
Three interrelated strands-language, literature and literacy.
Literature strand-
Texts should be drawn from a
range of cultural contexts, including Australian (ATSI) and international literature (including from Asia).
What do we mean by Global Literature?
Literature that honors and celebrates diversity, both within and outside Australia, in terms of culture, race, ethnicity, language, religion, social and economic status and physical and intellectual ability.
Literature representative of:
• Differing perspectives on issues and events
• Themes that can be compared and contrasted across a set of related books
• Various genres (picture books, poetry, folklore historical fiction, non fiction, biography)
• Non fiction that provides factual information about people and their way of life.
(Adapted from Hadaway & McKenna, 2007:10)
The goal…
A window onto lives and experiences different from the reader’s own.
A mirror reflecting the reader’s own cultural values, attitudes, and behaviours. (adapted from Hadaway & McKenna, 2007:1)
Australian Curriculum English Year 6
Language Strand – Expressing and developing ideas
• Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts(ACELA1524)
Literature Strand - Responding to literature
• Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
Literacy Strand - Interacting with others
• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
Developing Global Citizens DVD, Unit 5&6 - Peace Building
NEWS FLASH
Global Words: English for Global EducationThree new units addressing the CCP Asia and
Australia’s Engagement with Asia.All are integrated with the new Australian
Curriculum: Geography.
Celebrating the global perspectives in the Australian Geography curriculum.
The GLC is currently offering 6 workshops for primary and secondary educators:
• Introducing a world of wonder in P-10 Geography.
• Using children's fiction to introduce globe and mapping skills to primary students.
• Bio-piracy or Bio-prospecting in Year 10 Geography.
• Geographies of Human Wellbeing in Year 10 Geography.
• Using global resources to enhance geographical thinking for P-10 students.
• Teaching about other countries p-10.
Bridging the Gap
Snapshot Woodridge SS (2013)
• 49% Language Background Other
Than English
• 10% Indigenous
• 30+ nationalities
• 735 students
• ICSEA (Index of Community
Socio-Educational Advantage)
834
• Distribution of students 82%
bottom quarter/0% top quarter
• PL in Global Citizenship,
Geography & teaching
controversial issues (1 full-day, 2
x 2.5hrs follow-up)
• Ongoing professional support
• Library resources
Snapshot St Joseph’s Gregory
Terrace (2013)
• 1% Language Background
Other Than English
• 0% Indigenous
• 1200 students
• ICSEA 1145
• Distribution of students 1%
bottom quarter/68% top quarter
• PL in Global Perspectives in
Geography (1 day Geography
PD, Primary and Secondary
2.5hrs)
• Ongoing professional support
• Library resources
‘I just want to let you know that you've been doing
a great job inspiring and helping teachers to
understand and appreciate the importance of
global education through geography. Your
institution is highly valuable, as many of us need
support from you in terms of expertise on the
subject area and resources to share. Your
presentation made me aware of its true essence.’
Primary Teacher, Woodridge SS
Civics and Citizenship Education workshops under development...
The GLC will support your school to:
• Tailor a civics and citizenship program to suit your school community;
• Utilise global education resources and strategies in which to explore and celebrate the important civics and citizenship values of multiculturalism within your school community and the role of local and global citizenship;
• Evaluate and improve civics and citizenship education in your school and to reflect on teacher practice.
Structure of the Religion Curriculum P-12
Some thoughts about the how the GLC could support CST’s.
• Provide upcoming PD information for circulation amongst staff (host a GLC & CST’s network via email/twitter/FB).
• Support CST’s with in- house planning sessions e.g. deliver specialist workshops or plan with CST’s to deliver own.
• Support CST’s with twilight sessions e.g. planning part there of and or delivery.
• Support CST’s in Action Learning Projects with PD.
Where to from here?
Contact Us
102 MacDonald Road
Windsor
Ph: 3857 6666 Fax: 3857 6655Email: [email protected]: www.glc.edu.au
Rosanne
Alisa
Laura
Nena
