Transcript Embedding global citizenship: a whole-school approach

Joyce Hallam Birmingham GL conference October 2016
What are Fundamental British Values? (Extract from
the Citizenship Foundation)
According to Ofsted, 'fundamental British values' comprises:
*democracy
*the rule of law
*individual liberty
*mutual respect for and tolerance of those with different faiths and beliefs
and for those without faith.
The language we hear from government is of 'promoting fundamental British
values' and of young people 'accepting', 'respecting' and 'tolerating' - as though
we all agree already on what those values are, accept that they are unique to
Britain and believe we should follow them unquestionably.
At the Citizenship Foundation, we think education is about helping people
understand how things work and how to challenge and change them for the
better.
Values won't be assumed because schools demand they are, particularly if
they're very different from those at home: they have to be arrived at through
mutual exploration, critical analysis and understanding.
So how does this fit into the new National curriculum and how does Global
Learning support and develop deep understanding of these values?
Parliament and Law
Crime and Punishment AD 50-present
day
Subject/Topic
Outcomes
*To understand how laws are made and
why we need them
*To understand how we can have a voice
in society and what it means to be a
global citizen
*To know who our MP is and how
parliament works
*To understand that how a land is
governed has changed over time
To know that society’s views of Crime
and Punishment have changed over time
*To be able to discuss some of the
changes in crimes and punishments and
compare the past to present day seeing
similarities and differences
*To know who has influenced the
changes – Kings, Government, Religion
and the people
*To know that in other countries
governance and law may be different to
ours
*To understand the importance of the
law and governance in influencing social
justice and the impact this has had in our
country and others as regards what is
seen as a crime and an acceptable
punishment
Elements of Global
Citizenship
Knowledge and Understanding
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
Skills
•Critical Thinking
•Ability to argue effectively
•Ability to challenge
injustice and inequalities
•Respect for people and
things
•Cooperation and conflict
resolution
Values and Attitudes
•Sense of Identity, belonging
& self esteem
•Empathy
Commitment to social justice
•Value and respect for
diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
Key questions to support
planning of activities
*How and why has our concept of fairness
changed over time?
*Is the world fair today for everyone/Are there
in equalities, if so why?
*Who decides what is a crime and a fit
punishment? Does this differ in different
countries?
*Were people in the past punished for being
poor? What do we mean by punished? Are you
more or less likely to commit a crime if you are
poor?
*Who were the key playsers in history in the
fight for social justice? Martin Luther, Nelson
Mandella, Elizabeth Fry
*How did the Industrial Revolution contribute to
globalisation/inequality/injustice (slave Trade?)
*How does modern globalisation contribute to
unfairness and injustice? (cheap
labour/trade/modern day slavery)
In what ways did/have invaders and settlers
contributed to the development and change in
our system of justice/crime and punishment?
*In what ways may our behaviour and
values/attitudes be influenced by our
knowledge of interdependency and
globalisation? (what we buy/wear)
*Is it a crime to think differently to our
politicians, religious leaders and other key
organisations? Was this ever different? Is it the
same in all countries?
Highlight Elements of Global Citizenship covered
by key questions and incorporate into planning
Geography
History
Crime and Punishment- links to
being punished for stealing
food/our country’s laws and
injustices of the past
North South Divide
Countries that are developing –
shanty towns, Sustainable
Development Goals, Human
Rights issues- Work of NGOs
SEAL
New beginningshow lives have been
changed by projects
such are Water Aid,
Going for Goalslook at the GSGs
Poverty and
Development
RE:
Jesus said “Blessed are the poor
in spirit for they shall inherit the
Kingdom of heaven”- explore
Literacy
P4C the Christian relationship
Biographies of heroes,
with helping the poor.
research, stories of the great
Tithing/Pillars of Islam- giving
reformers
alms to the poor
P4C- see
below
Maths
Data handling on world
income/poverty levels
amount people are paid
Poverty- Good or Bad?- P4C
In many ways poverty is crushing- who wants to be living on next to nothing
and struggling each day just to put food on the table and live..? It can push
people to extremes of behaviour – to steal, to lie, to get involved with drugs
and gangs/terrorists..anything that will bring in money..The rich look down on
them and think they are better- this leads to anger and resentment ….
eg the situation in Brazil regarding the spending on the World Cup stadiums
and all the associated costs.. How can this be justified when there is
unemployment and massive poverty/slums/street children/shanty towns..??
Equally..
It can bring out the best in people..
For the poor- the challenge to rise above it, fight for an education, join forces
to campaign for justice, get the world on your side- eg the Nigerian school
girls and their right to be educated- Malala Yousafzai has changed the world
with her commitment to justice and education for all women. Some people will
always ignore the call to fight poverty and injustice, others will not - see how
Malala has reached those people/world leaders who can make a difference!
Who can/Who has made a difference?- History/SEAL/P4C
Lord Shaftsbury- school reforms in the Victorian times
William Booth- the Sally Army- reaching out to the poor
Elizabeth Fry - Quaker/prison reform
William Wilberforce – anti slavery
Martin Luther King/Nelson Mandella - Equality for the Black people of
America/South Africa
These are HEROES of reform and champions of change/eradication of poverty
KS 2 pupils are motivated by the idea of HEROES- research/biographies
These are role models showing how things can change for the better- we need
to teach about such people and organisations!
Those who started charities- UNESCO- United Nations Educational, Scientific
and Cultural Organization
Their purpose is to contribute to peace and security by promoting international
collaboration through education, science, and culture in order to further universal
respect for justice, the rule of law, and human rights along with fundamental
freedom proclaimed in the UN Charter.[1] It is the heir of the League of
Nations' International Commission on Intellectual Cooperation
Fundamental British Values Human Rights and slavery…
From Geography, global learning, and British values:
Ofsted guidance relates the promotion of ‘British values’ in English schools to
students’ social, moral, spiritual and cultural development (SMSC), so that pupils
can ‘participate fully in and contribute positively to life in modern Britain’ (Ofsted,
2015, p.36).
*values such as tolerance, mutual respect, liberty and responsibility are also
international values, illuminated by developing global knowledge and
understanding, and Britain’s engagement with the wider world has also helped
shape and reaffirm our own values. Global learning helps pupils consider the place
of Britain and ‘Britishness’ within international and global contexts, including the
idea of multiple identities.
* geographers engaged in global learning might consider the extent to which
‘British’ values are also founded in international traditions (and illuminated by
international understanding), and how Britain’s engagement with the wider world
has also helped shape and reaffirm our values. Moreover professional experience
in geography education favours values exploration as the preferred approach to
geographical issues, rather than values inculcation.
BENIN
Subject/Topic
Outcomes
•to use BC and AD appropriately
how the Kingdom of Benin relates to
other historical periods and to the
chronology of world history.
•that there can be a variety of evidence
available.
• to consider how history and traditions
can be considered heritage
•what was discovered-artwork evidence
•What sort of questions can be answered
from artefacts?
•that there can be more than one
tointerpretation
use BC and of
AD
theappropriately
past, e.g. because of
how
the
Kingdom
of Benin relates to
limitations of evidence
other
periods
and tolimitations
the
•thathistorical
art can have
recognisable
chronology
of
world
history.
that art can display a message.
•that cities have some features in
common about how people lived in Benin
•to select information from sources
•to use pictures of artefacts to find out
about a particular aspect of life in Benin
•to answer a historical question in an
organised and structured way.
about the types of evidence for The
Kingdom of Benin.
•that there are different ways to
remember history and that the re-telling
of history depends on the bias, memory
and skill of the storyteller.
Elements of Global
Citizenship
Knowledge and Understanding
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
•Critical Thinking
•Ability to argue effectively
•Ability to challenge injustice
and inequalities
•Respect for people and
things
•Cooperation and conflict
resolution
•Sense of Identity, belonging
& self esteem
•Empathy
Commitment to social justice
•Value and respect for
diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
Key questions to support
planning of activities
•Children will understand how the past
cultures influence present day traditions
and beliefs at home and In Africa (Ghana
and Benin/Nigeria)
•Children will consider the influence of
global connectedness and increased
knowledge on belief systems and
traditional cultures
•How does our culture and tradition affect
our sense of belonging to a community?
•How did society ensure peace and
resolve conflicts in the Benin?
•What kinds of systems operate in those
societies today?
•How are human rights being denied in or
provided? (Nigerian School girl issue?
• In what ways can we make a difference
?–look at work of Malala who won the
peace prize
•How does the way we recall history and
who recalls history influence our
understanding of the past?
•Does the media affect how we
see/understand things? How?
• Does it affect our ability to empathise
with people from the past and people
today??
Highlight Elements of Global Citizenship covered
by key questions and incorporate into planning
Fundamental British Values- again how geography (and history) can
support:
Geography and global learning have a contribution to make in the following
areas:
*developing knowledge and understanding of, and mutual respect and
tolerance for, their own and other cultures in a range of places; for example by
developing knowledge of diverse places and people, and understanding the
geographical processes leading to change
*To make sense of controversial issues teachers and learners need to make
value judgements; however recognising that these issues are inherently valueladen, and teaching them in a professionally careful way helps ensure the
focus is educational, and guards against any risk of bias or values inculcation;
(Mitchell, 2013). There is a need to create opportunities for pupils to consider a
range of perspectives and develop the ability to think critically, consider
different points of view and explore different ideas.
*Geographical enquiry focused on investigating and evaluating different types
of evidence, is particularly valuable within global learning when the content
matter can be rapidly changing, challenging or open to controversy
[i] Mitchell, D. (2013) ’How do we deal with controversial issues in a ‘relevant’
school geography’ in Lambert, D. and Jones, M. (eds.) Debates in Geography
Education, London: Routledge.
Teaching in the Knowledge Society Andy Hargreaves- Education in the
age of insecurity…
“Teaching today must include dedication
to building character, community,
humanitarianism, and democracy in
young people; to help them think and
act above and beyond the seductions
and demands of the knowledge
economy”
Europe and the EU
Subject/Topic
Outcomes
Elements of Global
Citizenship
Knowledge and Understanding
*The main physical, political and
economic features and places in
Europe
*The European Union
Similarities and differences
between and within different
European countries - who is
in/not in!
Understand the interdependence
between Europe and the UKUnderstand and respect the
individuality of European
countries as regards
culture/language/tradition etc but
commonality as well!
*The impact of weather on
communities and countries
within Europe
*How Physical features such as
rivers affect settlements
Implications of environmental
change on localities
•Social Justice and equity
(Fairness and Human Rights)
•Diversity
•Globalisation and
Interdependence
•Migration and movement
•Sustainable development
•Peace and conflict
Skills
•Critical Thinking
•Ability to argue effectively
•Ability to challenge
injustice and inequalities
•Respect for people and
things
•Cooperation and conflict
resolution
Values and Attitudes
•Sense of Identity, belonging
& self esteem
•Empathy
Commitment to social justice
•Value and respect for
diversity
•Concern for the environment
and sustainability
•Belief that people can make a
difference
Key questions to support
planning of activities
*In what ways are we interdependent
with other countries in Europe?
*What impact did European countries
have on the rest of the world in the
past- exploration/colonisation?what legacy in these countries?good or bad?
*Are they all governed in the same
way/democracies?
*What do we have in common
through the EU/What is the EU and
how was it formed?
*Were we always at peace with one
another/Are we now? If so how was
this/is this achieved? How about non
- EU countries that are in Europe eg
Russia? and post Brexit the UK!
*What is the commitment to
sustainable development?
*Are there advantages/disadvantages
in being able to move/migrate
between countries?
*Has this changed over time?
Highlight Elements of Global Citizenship covered
by key questions and incorporate into planning
The whole school curriculum; getting the
balance and marrying the NC and the
Global Curriculum
Linking history/geography units over the year-pulling learning together to see
patterns/make sense-not teaching in isolation-joined up thinking
Potential for great P4C debate on benefits of being in/out of EU!
Pedagogy matters - the global skills, values and attitudes such as empathy and
critical and creative thinking are essential if young people are to make sense of an
increasingly complex and interconnected, knowledge laden, multi-cultural world!