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Staff Meeting June 22 nd 2011 Jennie Harvey Louisa Buttel
Global Citizenship is. . . • Asking questions and developing critical thinking skills • Equipping young people with the knowledge, skills and values to participate • Acknowledging the complexity of global issues • Revealing the global as part of everyday life • Understanding how we relate to the environment and each other as human beings
Global Citizenship is not. . . • Too difficult for young children to understand • Mostly about other places and peoples • Telling people what to think and do • Providing simple solutions to complex issues • Just about ‘raising money for charity’ • An extra subject in a crowded curriculum
A Global Citizen is someone who. . . • Is aware of the wider world and has a sense of their own role as a world citizen • Respects and values diversity • Has an understanding of how the world works • Is outraged by social injustice • Participates in and contributes to the community at a range of levels from local to global • Is willing to act in order to make the world a more equitable and sustainable place • Takes responsibility for their actions Oxfam 1997, 2006
Why is it important to teach Global Citizenship? Ipsos MORI research with 1, 955 pupils from 82 middle and secondary schools in 2008 1. Only 50% of pupils think it’s a good idea to have people of different backgrounds living in the same country together 2. 19% have not discussed news stories from around the world AT ALL at school 3. Only 42% believe that what they do in their own lives affects people in other countries Our Global Future: Development Education Association (DEA) 2008
Global Citizenship: Across the curriculum and throughout the school English D&T PSHE ICT Music Governors History PE Wider community Maths TAs Citizenship Art Parents WHOLE SCHOOL ETHOS Pupils Science Teachers Other staff Geography RE MFL
We are aware that Global Citizenship covers many areas, we will try to cover as many as we can during this meeting!
Look at this picture; what can you deduce about this child? His house is different, he has no electricity, he’s in a hot place. He’s not wearing any shoes and his face is different, he’s got different clothes to us. He’s homeless and he has to sleep on the floor. He’s too poor to go to school. He lives in Africa, he has no mum or dad.
Look at this picture again; focus on similarities rather than differences He likes playing with toys like his kite. He wears t-shirt and trousers like us. It’s warm and he’s taken his shoes off. He likes to draw. He has a home, his front door is painted black. He’s about 9 years old. He has free time. He wears a hat.
Activity time! Each table has 2 activities based on Global Citizenship issues. Split into two groups per table. You have a couple of minutes per activity to discuss the photos in front of you. Instructions are on laminated cards. Please carry out the activities as yourselves; not from a child’s perspective, but from your perspective. Then move to the next table and carry out the activities there.
Feedback from the 8 activities; how did you get on? 1. Why are people hungry? 2. Who would have what job? 3. Lift the flap photos x 3 4. Re-activity (diamond rating) 5. Best way to protect the environment (diamond rating) 6. Black or white? 7. Is this a family? 8. India or UK?
Baseline activities with Year 6 children at Newport has revealed: 1. Children felt uncomfortable using acceptable terms in their discussions, such as ‘black’, ‘racist’ ‘gay’ ‘disabled’. 2. A surprisingly large number of children could not label a world map with the correct continents (let alone countries. . . ) 3. Many children had a very narrow and stereotypical view of what could be found in other countries. 4. Out of eight paired responses, only one could identify this as a symbol of Islam. (7 pairs could identify the cross as being a symbol of Christianity). 5. However, all eight paired respondents could recognise this as the recycling logo. . . 6. And a quote from a Reception boy: “I didn’t know we were allowed to play with the dolls. . . ”
We are looking for responses that show our children have moved further towards being Global Citizens. Remember, a Global Citizen is someone who. . . • Is aware of the wider world and has a sense of their own role as a world citizen • Respects and values diversity • Has an understanding of how the world works • Is outraged by social injustice • Participates in and contributes to the community at a range of levels from local to global • Is willing to act in order to make the world a more equitable and sustainable place • Takes responsibility for their actions Oxfam 1997, 2006
Listen to this music, mark on the map where you think it comes from Download traditional clips x 5 1 2 3 4 5 = = = Listen to this music, mark on the map where you think it comes from Download contemporary clips x 5 1 2 3 4 5 = = =
Where are we learning about today, Miss? 1 2 Beware not to reinforce the concept of ‘Primitive People’
An African home. A traditional Ugandan home. An English home?
What pupils say about ‘Africa’ Mud huts. . . People hunting. . . Getting berries off trees. . . Poverty. . . AIDS. . . Masks. . . Drums. . . They are all brilliant at art stuff It is good practice to use contemporary images and art as a stimulus, not just traditional artefacts.
Contemporary artwork to use as a stimulus Antonio Ole – Angola. Focuses on what the built environment tells us about the history of a place. Pupils creating an installation inspired by Antonio Ole; how you can design a community to enhance communication.
Contemporary art 2: Nnenna Okore – Nigeria. Art from reclaimed materials. Pupils from Alfred Sutton Primary School made their own Nnenna Okore inspired shelters from reclaimed materials and bamboo. Among the finished products were a home for bats and a mouse hut!
What questions does this raise as we move forward and develop our curriculum? At Newport, we ‘do’: India, South Africa, a North African country (Islamic), an East/West African country (Ghana/Kenya), China Children spend 7 years at Newport and may not experience or learn anything about (among others. . . ): Australasia South East Asia North America South America (contemporary) If we ‘do’ Tudors or ‘do’ Egypt, are we also teaching about life there today? The historical enquiry element of the History Schemes of Work includes how a country’s history has shaped what life is like there today.
So, why is Global Citizenship important? Here’s what the papers say. . . Refugees are flooding into UK like ants. Daily Express 7. 11. 2001 Figures seen by the Daily Mail reveal that in the first 11 months of last year, 2850 bogus refugees were able to halt their removal by seeking a judicial review. Daily Mail 11. 1. 2008 Britain and other European nations must accept a massive new wave of refugees from Africa, the EU’s most Senior Immigration Official said yesterday. Daily Express 4. 12. 2009 The common perception is that 25% of the World’s refugees come to Britain. The reality is less than 3%.
Key points to take away today: 1. Not everything presented in the media is accurate. 2. Focus on similarities, not differences. 3. Challenge narrow and stereotypical views of people and places. 4. Present a balanced view and compare like with like.