Early Years Teachers QUT 2014

  • View
    591

  • Download
    3

Embed Size (px)

Text of Early Years Teachers QUT 2014

Slide 1

1

QUT March, 2014

Laura BroadbentAlisa Cleary Education Officers

Global Citizenship in the Early Years

2

What is the GLC?

Not-for-profit community based organisation.Offers; a professional library access to the Global Education Network curriculum materials and support for time poor teachers the delivery of the Global Education Project in Queensland.

3Library-books, DVDs and Videos, music CDs, posters, Big Books, games, software and resource kits available for borrowing. There are also a number of sales resources available.

Network with interstate colleagues who are part of the national project- keep abreast of developments in global education- resourcing, latest teaching strategies and the National Curriculum, network with local teachers to provide support for one another.

Global Connections

4Globe activity: Consider your connections.

With the technology now available, we can as Singer says

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).5Paulo Freire is one of the most important critical educators of the 20th century.[1] Not only is he considered one of the founders of critical pedagogy, but he also played a crucial role in developing a highly successful literacy campaign in Brazil before the onslaught of the junta in 1964. Once the military took over the government, Freire was imprisoned for a short time for his efforts. He eventually was released and went into exile, primarily in Chile and later in Geneva, Switzerland, for a number of years. Once a semblance of democracy returned to Brazil, he went back to his country in 1980 and played a significant role in shaping its educational policies until his untimely death in 1997. His book, "Pedagogy of the Oppressed," is considered one of the classic texts of critical pedagogy, and has sold over a million copies, influencing generations of teachers and intellectuals both in the United States and abroad. Since the 1980s, there has been no intellectual on the North American educational scene who has matched either his theoretical rigor or his moral courage. Most schools and colleges of education are now dominated by conservative ideologies, hooked on methods, slavishly wedded to instrumentalized accountability measures and run by administrators who lack either a broader vision or critical understanding of education as a force for strengthening the imagination and expanding democratic public life. (Source: http://www.truth-out.org/archive/item/87456:rethinking-education-as-the-practice-of-freedom-paulo-freire-and-the-promise-of-critical-pedagogy)

If the World Were a Village

Thinking Globally, page 35

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.

7Who is the global citizen? What are their attributes?

The changing purposes of schooling

The Melbourne Declaration on Educational Goals for Young Australians 2008 Preamble continued

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.

8ACARAs work in developing the Australian Curriculum is guided by the 2008 Melbourne Declaration on Educational Goals for Young Australians.

Concepts of citizenship resonates through out all incarnations of the Declaration but the Melbourne Declaration within the context of globalisation talks about global citizenship.

Hobart Declaration 1989Adelaide Declaration 1999

The Melbourne Declaration commits "to supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens", and to promoting equity and excellence in education. The Australian Curriculum will "equip all young Australians with the essential skills, knowledge and capabilities to thrive and compete in a globalised world and information rich workplaces of the current century."

The Australian CurriculumP-10English, Mathematics, Science, History

Geography, Languages, The Arts

Health and Physical Education, Design and Technology, Economics/Business/Civics and Citizenship

9

Cross-Curriculum PrioritiesAboriginal and Torres Strait Islander Histories and Cultures

Asia and Australias Engagement with Asia

Sustainability

10In developing the Australian curriculum, ACARA has identified three cross-curriculum perspectives which are to be represented in the learning areas in ways that are appropriate to that area. They are often interdependent and mutually supportive.The cross-curriculum dimensions reflect some of the major ideas and challenges that face individuals and society.The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the worlds oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia. The Asia and Australias engagement with Asia priority provides a regional context for learning in all areas of the curriculum. China, India and other Asian nations are growing rapidly and the power and influence they have in all areas of global endeavour is extensive. An understanding of Asia underpins the capacity of Australian students to be active and informed citizens working together to build harmonious local, regional and global communities, and build Australias social, intellectual and creative capital. Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic considerations.

General Capabilities

11

Expected Learning Outcomes in the Early Years Learning Framework (EYLF) for Australia.

Children have a strong sense of identity

Children are connected with and contribute to their world

Children have a strong sense of wellbeing

Children are condent and involved learners

Children are effective communicators.12

Outcome 2: Children are connected with and contribute to their world

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

Children respond to diversity with respect

Children become aware of fairness

Children become socially responsible and show respect for the environment

But how do I achieve this?

14

Global Education Project

Web site address, www.glc.edu.au15

16

FrameworkThe 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.

(Global Perspectives Framework page 5)

17Page 5The Global Education Framework uses this approach to bring about a global perspective in your classroom.These learning emphases can been used as a set of lenses to be applied to specific areas.Each Learning Emphases has a spatial & temporal dimension.

Spatial: overlapping local & global; social & natural communitiesTemporal: connections between past, present &future.

By exploring the emphases and the dimensions, learners will be provided with opportunities to develop the values, knowledge, skills & capacity for action (common to most education programs)to become good global citizens.

Values and Attitudes: These reflect a spirit of respect and tolerance with an increasing awareness of and empathy for social and cultural diversity and desire to improve the quality of life for all in our global village.Knowledge and understanding: Increased knowledge and understanding about the global village and the complex global issues the global village faces. Skills and processes: Absorb new information, can use critical literacy skills( judge bias and reliability of info, analyze it, synthesis it through a process of reflection of their own current view, draw conclusions, make informed decisions, take considered action on these controversial issues.) Research and Enquiry skills. Communication skills( express views, formulate arguments)

Action and Participation: empowering young global citizens willing to take action and contribute to a peaceful, sustainable and justice future for all. The ability to identify and investigate different opportunities for action and participation or the capacity to identify possible barriers to successful participation and ability to devise strategies to overcome these

The Melb Dec has front and centre, the student as a global citizen. It has informed the creation of the AC and the ELYF documents which are the documents framing education in the early years. Embedded through all 3 of these documents is a commitment to shaping students as global citizens.

18

Sustainable Futures

Framework page 1219 An understanding of the ways in