A framework for global educationin Australian schools - PDF document

A framework for global educationin Australian schools A framework for global educationin Australian schools Full bibliographic details are availableTel: (03) 9207 9600Fax: (03) 9910 9800Website: www.esa.edu.auat www.ag.gov.au/ccaUniversity of Western Sydney; Faith Hill, University of Melbourne; Nick Hutchinson, Geography Teachers Association NSW; Kathe Kirby, Asia Education Foundation; Jo Lang, RMIT University, Cath Leary Caritas; Lindsay Rae, World Vision Australia; Vicki Stirling, Asia Education Foundation, Western Australia; Libby Tudball, Monash University; Mark Wildy, Global Tenille Alford, Oberon High School, Vic; Susan Bliss, Global Education Project, NSW; Megan Bourke, Global Education Project, Vic; Julie Browett, Global Education Project, Tas; John Buchanan, University of Technology; Allison Bullock, One World Centre, WA; Frank Cairns, Department of Education and Children’s Services, SA; Margaret Calder, Global Education Centre; Maggie Catterall, St Monica’s Primary School Footscray, Vic; Anne Dempster, GTAV; Lisa Djanegara, Wilson Primary School, WA; Carmen Doyle, Beechboro Primary School, WA; Julie Dyer, Deakin University; Kylie Hosking, One World Centre, WA; Jan Kiernan, Department of Education, Tas; Vicky King, Rochedale State School, Qld; Una Leed, Schools of Isolated and Distance Education, WA; Hilary McLeod, Global Learning Centre, Qld; Caroline Miller, Independent Schools Council of Australia; Diane Peck, Department of Education and Early Childhood Development, Vic; Lucy Rahaley, Mercy College, WA; Pauline Sheppard, Department of Education and Training, NSW; Grette Toner, RMIT University; Maureen Welch, Asia Education Foundation; Rod Yule, World Vision Australia.Contributing writers: Lindsay Rae, Robert Baker, Edited by: Kaye Quittner, Katharine SturakDesigned by: Deanna Vener b Teaching global education within learning areasTeaching global education across learning areasTeaching and learning 1 Tdecty-�rst cect,ry A,straliacs are members of a global comm,city, coccected to the dhole heart of global education. It emphasises the unity and interdependence of human society, eighbo,rs ic the Asia-Paci�c With its emphasis not only on developing knowledge and skills but also on promoting positive change, especially to the eradication of global poverty and inequality. Much of this early work rights and multicultural education to stress the unity and interdependence of human society, to the development of the AusAID-funded 2 Declaration on National Goals for Schooling in the Twenty-First Century acknowledge the value of cultural and linguistic diversity, and possess the knowledge, skills and Values education.S www.mceetya.edu.au/verve/_resources/SOL_CivicsCitizenship.pdf YOUN AUSTRNS WTH ASNational Statement for Engaging Young Australians with Asia in Australian SchoolsFoundation works to support the implementation of the Statement. Its website includes a range ddd.asiaed,catioc.ed,.a,/icdex_fash.htmL EEducating for a Sustainable Future: A National Environmental Education Statement for Australian www.environment.gov.au/education/publications/sustainable-future.htmlES Eddd.mceetya.ed,.a,/verve/_reso,rces/lacg,ageed,catioc_�le.pdfVALUES ENational Framework for Values Education in Australian SchoolsValues for Australian Schoolingwww.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdfThe Adelaide Declaration (1999) on National Goals for Schooling in the Twenty-First Century,Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs. 3 an emphasis on the future, the dynamic nature of human society, and each person’s capacityand diversity, rights and responsibilities, peace building, poverty and wealth, sustainability Year 3 students gathered data on the health of their local creekand discovered that it was extremely dirty. Next they surveyed Year 5 and 6 students about protection and development of the area. From this they developed a plan to protect the creek 4 World Studies Project, London.Peace b,ildicg acd cocfict resol,tiocTemporal dimecsioc SUSTAINABLEVALUES & ATTITUDESUNDERSTANDINGPROCESSINGPARTICIPATIONTEMPORAL DIMENSION / SPATIAL DIMENSION Global Perspectives A framework for global education in Australian schools 5 A sense of personal identity and self-esteem.and that each has value and the imperative of sustainability.A knowledge of causes of poverty, and inequality T action outlined in the global education framework Global Perspectives A framework for global education in Australian schools 6 Cooperation, sharing, tact and diplomacy, negotiation and Iesearch and enquiry skills, evaluating and organising The ability to identify and investigate different to foster, encourage and value the participation of others. T action outlined in the global education framework Global Perspectives A framework for global education in Australian schools 7 ES TO LEthat individuals and communities increasingly depend on each other. They recognise that environmental (eg global climate change, energy security, pollution, population growth, species increased trade may lead to more wealth for many, but also to more inequalityforeign investment can help industries to grow, but may lead countries and local communities by other, contradictory trends, such as:rising awareness of, and resistance against, some of the negative effects of globalisation moving around the world faster, more easily and more cheaply than before, means 8 Identity and cultural diversity a positive sense of self, we are able to be more open and accepting of diversity. By exploring personal identity and cultural diversity, students learn about and connect their ES TO LEpromote a positive sense of identity and high self-esteem, together with science, technology, religion and philosophy, humanitarian action, businesslead to either the multiple nature of identity in society, or to the 2001 includes articles on identity,creativity and international solidarity. 9 ES TO LErecognise the importance of equity, justice and sexism, and devise strategies for challenging on Civil and Political Rights, and Economic protect them from discrimination because of race, gender, age and ability etc. The eight goals to be achieved by 2015.Eradicate extreme poverty and hunger.Reduce child mortality.Ensure environmental sustainability.www.unmillenniumproject.orgperson’s responsibility to allow others to enjoy the same rights as oneself, and to uphold 10 and will occur in the future. It can occur globally, as well as regionally, nationally, communally, within families and among individuals. Peace building is designed to to promote long-term stability, human security and equality. ES TO LEresolved, including advocacy, negotiation, acquire knowledge about multilateral and the role played by the United Nations and its agencies explore how place and change impact understand how regional differences to be addressed in order to reduce impact investigate particular historic and to understand that there are differing and contested perspectives about in and contributions to peace building. Global Perspectives A framework for global education in Australian schools 11 S respect, value and preserve the achievements of the past; appreciate the wondersfor a healthy and productive life; assess, care for and restore the state of our planet; create and enjoy a better, safer, more just world; be caring citizens who exercisetheir rights and responsibilities locally, nationally and globally’. (UNESCO, 2005) the World Conservation Unionwww.earthcharter.org/ES TO LElocally, nationally, regionally and internationally 12 the school and the community. iceq,ality. They ,cderstacd hod people may be icf,ecced by global decisiocs, evects acd movemects. roles and responsibilities of companies, producers and consumers in relation to poverty, social justice and of beicg a global citizec. They ,se higher-order thickicg skills to explore acd examice speci�c political, social, cac affect A,stralia’s relatiocships dithic the Asia-Paci�c regioc acd dith other regiocs. Teaching global education within learning areasbelow. They are based on the values and attitudes outlined on pages 6 and 7 and develop the base for the of the dimensions of learning in the framework for global education, as well as with State and Territory 13 TechcologyD GLeach other.vocabulary, each other.TY D LTL DL JD HIncluding a global perspective within the primary curriculum 14 TechcologyG D T Rglobally.diversity.Pose and respond 15 Including a global perspective within the secondary curriculum TechcologyD GLof the Asia-Paci�c TY D LTL D 16 TechcologyL JD Hculture, gender, poverty.Explore ways in which international events can affect Australia’s relationships with peoples’ rights and Examine ways in which international agreements affect life in various G D T Rcomfortably.Describe what can be learnt from Investigate cocfict resol,tioc strategies used by individuals and organisations in contemporary and 17 Techcologysustainability.Investigate sustainable development to identify the effect on people and the Investigate how countries and international organisations, cooperate to achieve sustainable activities easier.Identify, discuss Investigate, reason, participate, and communicate using a range of traditional and contemporary Use spatial tools (maps, photographs, satellite images) to analyse 18 Teaching global education across learning areasMany States and Territories use ‘Overarching Learning Outcomes’ (eg Western Australia) or ‘Essential Learnings’ that are integrated into learning areas (eg South Australia, Northern Territory), or that replace capabilities ic st,dects. To �cd o,t more abo,t these approaches, coctact a professiocal developmect 0and approaches complement each other, reinforcing learning emphases, values and generic skills. A foc,sed icq,iry abo,t dater ic the Middle Years might icvolve �cdicg o,t abo,t hod people collect, store and use water in Australia and in India (Geography, Social Studies, Technology), writing about why safe, clean decades can reach across learning areas. Performances and site visits can create opportunities for students rcicg emphases. To make the most of these opportunities, consider activities to prepare for, and to follow up, the special event. Special projects that are learner-centred and inquiry-based and that contain opportunities for participation 19 Teaching and learningTeaching with a global perspective implies that teachers review their teaching and learning a commitment to the promotion of tolerance, equity, diversity and opennessVE and beyond the school community. Practising active and informed identify barriers to participation generally, or for particular OUT THE METeaching about some or all of the learning emphases may, feel overwhelmed rather than engaged. Positive approaches Children’s Participation: From Tokenism , UNICEF, available on http://web.gc.cuny.edu/che/cerg/ 20 evaluate whether the media report allows the reader, the viewer or the listener to make ON ON TEHNOLOInformation and Communication Technologies have the potential to engage students with a wider view of the world,to comprehend and challenge stereotyping of peoples and cultures on the grounds of religion, ethnicity and gender. Teachers may need to consider:of developing countries as places of war, famine, drought and natural disaster, or as an exotic holiday destinationCONTROVERSL OUS SSUESHandled appropriately, it can equip them with the knowledge, critical thinking skills and emotional literacy to engage 21 equitable, responsible, empathetic and fair-minded. Teachers should strive to model these the level of student engagement. Traditional teacher-centred learning approaches may only partly LUSVE SSROOMSICIPAON FOR to have their voices heard, regardless of race, gender or ability. Make sure that the language of ESSES Participatioc St,dect-cectred self-esteem Traditiocal & Global Perspectives A framework for global education in Australian schools 22 ENT-Inquiry-based learning activities at all stages of schooling can become journeys of discovery. T,cicg ic: Taking action in response to new understanding L LEand simulations can also be useful tools when used appropriately. ways. Teachers should build interactivity into activities and VE LE SELF-ESTEEMHelp students to develop a positive self-image and a sense of personal achievement. Respond to which assist students 23 L LTH, TH identify areas suitable for in-depth study.L event in another country. Use a wide range of sources to avoid stereotyping and misinformation.organisations, or with other schools. Opportunities exist for short-term projects or longer-term Teachers icterested ic global ed,catioc dill bece�t school community and more widely. Keeping up State and Territory in www.globaleducation.edu.au 24 goals and objectives. Factors that are most likely to support positive change include:non-teaching staff, parents, students and specialist advisers, to give ownership to all sectors of and State and Territory policies, guidelines and curriculumsbroader community. This can include partnerships with other educational institutions, local councils, businesses, industry, and community groups and networks. exploitation of working children. As one of the working children said, ‘If people try to exploit us, then we can seek help from others in the community who now understand the reality of our situation and will support us; when a child is hit by an employer then we can gather other children and approach the employer – children united, and acting together, can make a difference.’ 25 HOOL Very Very and groups beyond the local community.Very Very Teachers and students encourage each other to take action to address community and global issues related to justice, poverty, Very school community.Very ULUM: WHT WE LERN of a regional and global community.Very Very Very The c,rric,l,m refects coccerc abo,t local acd global poverty, Very AppendixesAppendix 1: Use this check-list to think about how effectively your school embraces the principles of global included to allow additions to suit the local context.Global Perspectives A framework for global education in Australian schools 26 Very Very SSROOM: HOW WE LERN Very Teaching and learning activities are designed to foster students’ sense Very Very Very GLOL ZENS: WHO WE RE HOW WE VE Teachers and students are open to learning about the world and Very Teachers and students have positive values – they believe in the Very Teachers and students are actively learning skills of intercultural Very Teachers and students are committed to taking action to build Very Global Perspectives A framework for global education in Australian schools 27 PROFESSL EVELOMENT ROVWith the support of AusAID, professional Territories. Contact details are included www.globaleducation.edu.auNT RESOURCalder, Margaret and Smith, Roger 1993, Fountain, Susan 1995, Development: A Teacher’s Resource for Global and Environment: A Guide for Teachers,Guy, Roslyn 1998, Teaching the Global Dimension: Key principles Pike, Graham and Selby, David 2001, Publishing Limited, Toronto.Poultney, Trevor 2004, Steiner, Miriam 1996, Teacher: theory and practice in initial teacher Trentham Books, Stoke-on-Trent.Townsend, Tony and Otero, George 2000, Triolo, Rosalie 1998, Tudball, Libby and Stirling, Lindy 2010, SEAA, Melbourne.ddd.globaled,catioc.ed,.a,ddd.glc.ed,.a,/ddd.global-ed,catioc.asc.a,/Western Australia: One World Centreddd.ocedorldcectre.org.a,/ddd.,c.org/cyberschoolb,s/ ddd.globaldimecsioc.org.,kGlobal Focus New Zealand ddd.globalfoc,s.org.czOne World ddd.ocedorld.cetWorld Bank Youthink! ddd.yo,thick.dorldback.org/The American Forum for Global Education ddd.globaled.org/Facing the futureddd.facicgthef,t,re.org/The National Peace Corps Association ddd.rpcv.org/icdex.cfmddd.global-ed.org/ 28 ON-OVERNMENT ORONS N L EVELOddd.ac�d.asc.a,AUSTCAREddd.a,stcare.org.a,ddd.redcross.org.a,Australian Volunteers International ddd.a,straliacvol,cteers.org.a,/ddd.carea,stralia.com.a,ddd.caritas.org.a,ddd.oxfam.org.a,ddd.oxfam.org.,k/ed,catioc/ddd.plac.org.a,ddd.savethechildrec.org.a,ddd.tear.org.a,ddd.,cicef.com.a,Water Aidddd.dateraid.org/a,straliaWorld Vision Australia ddd.dorldvisioc.org.a,AUSTRN GOVERNMENT Sddd.a,said.gov.a,Department of Foreign Affairs and Trade ddd.dfat.gov.a,ddd.a,strade.gov.a,L ORddd.adb.orgFood and Agriculture Organization ddd.fao.orgddd.,cesco.orgUNICEF’s Voices of Youth ddd.,cicef.org/voy/ddd.,c.orgddd.,chcr.chWorld Bank ddd.dorldback.orgWorld Health Organization ddd.dho.orgL ORONS Australian Conservation Foundation ddd.acfoclice.org.a,Friends of the Earth Australia ddd.foe.org.a,Greecpeace A,stralia Paci�c ddd.greecpeace.org.a,ddd.lacdcarea,stralia.com.a,ddd.placetark.orgTeaching and learning for a ddd.,cesco.org/ed,catioc/tlsf/The Wilderness Society ddd.dildercess.org.a,Worldwatch Institute ddd.dorlddatch.orgddd.ddf.org.a,N RHTS ORddd.amcesty.org.a,ddd.hreoc.gov.a,ddd.hrca.org.a,Human Rights Watch ddd.hrd.org 29 Global Perspectives A framework for global education in Australian schools 30 ISBN 978-1-74200-075-69 7 8 1 7 4 2 0 0 0 7 5 6 Global Perspectiveswww.