Transcript A framework for global education in Australian Schools

One World Centre
educating for a just and sustainable world
What’s Global Education?
“Enabling young people to participate in a better shared
future for all is at the heart of global education.
Global education promotes open-mindedness leading to
new thinking about the world and a predisposition to take
action for change. Students learn to take responsibility for
their actions, respect and value diversity, and see themselves
as global citizens who can contribute to a more peaceful,
just and sustainable world”
Global Perspectives: A framework for global education in Australian Schools
Commonwealth of Australia, 2008
Active and informed citizens:
are committed to national values of
democracy, equity and justice, and
participate in Australia’s civic life
are able to relate to and communicate across cultures
work for the common good, in particular sustaining
and improving natural and social environments
are responsible global and local citizens.
act with moral and ethical integrity
Australian Curriculum: Geography
Geography integrates knowledge from the natural
sciences, social sciences and humanities to build a holistic
understanding of the world. Students learn to question
why the world is the way it is, reflect on their relationships
with and responsibilities for that world, and propose
actions designed to shape a socially just and sustainable
future.
Australian Curriculum: English
The study of English is central to the learning and
development of all young Australians. It helps create
confident communicators, imaginative thinkers and
informed citizens. It is through the study of English that
individuals learn to analyse, understand, communicate
with and build relationships with others and with the
world around them. It helps them become ethical,
thoughtful, informed and active members of society.
History year 3: The role that people of diverse
backgrounds have played in the development and
character of the local community
History year 6: Stories of groups of people who
migrated to Australia, and the reasons why they
migrated.
History year 10: Students investigate struggles for
human rights in depth. This will include how
rights and freedoms have been ignored,
demanded or achieved in Australia and in the
broader world context.
From AC Science year 4:
Science as a human endeavour
• Science knowledge helps people to understand the
effect of their actions
From AC Science year 5:
Science as a human endeavour
• Scientific understandings, discoveries and inventions
are used to solve problems that directly affect peoples’
lives
• Scientific knowledge is used to inform personal and
community decisions
From AC Geography year 6:
The various connections Australia has with other countries and
how these connections change people and places.
• researching connections between Australia and countries in
the Asia region, for example, in terms of trade, migration,
tourism, aid, education, defence or cultural influences; and
explaining the effects of at least one of these connections on
their own place and another place in Australia
• exploring the provision of Australian government or nongovernment aid to a country in the Asia region or elsewhere in
the world and analysing its effects on places in that country
From AC Geography year 10:
Unit 2: Geographies of Human well-being
• The different ways of measuring and mapping human
wellbeing and development
• The issues affecting the development of places and their
impact on human well-being, drawing on a study from a
developing country or region
AC: 3 Cross curriculum priorities
Sustainability:
- environmental
- social
- political
Aboriginal and Torres Strait
Islander Histories and
Cultures
Asia and Australia’s
Engagement with
Asia
Interconnectedness – here in
Australia and beyond
Diversity – being culturally
competent, valuing the lives and
stories of others
Taking informed action for the
future
It’s pointless to act about environmental issues
33%
16%
Did not learn about global issues at school
Did learn about global issues at school
Development Education Association (2010) The impact of global learning on public attitudes and
behaviours towards international development and sustainability.
I’m not interested in acting to improve society
34%
12%
Did not learn about global issues at school
Did learn about global issues at school
Development Education Association (2010) The impact of global learning on public
attitudes and behaviours towards international development and sustainability.
Know your potato
The Danger of a Single Story – Chimimanda Adiche
Image Credit: Chris Boland
CSIRO: Our Future World
• More With Less
• Going, Going, Gone
• The Silk Highway
• Virtually Here
• Great Expectations
Diamond Ranking
What skills, knowledge
and values will be most
important for a student
from your school to live
well in the future
scenario described?
What schools are doing
St Patrick’s College (Qld)
- Global Peace school
Ashburton PS (Vic)
- World-wise school
Tuart Hill PS (WA)
- Global Teaching
Advocates
Image credit: DIAC Images
http://www.globaleducation.edu.au/
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www.oneworldcentre.org.au
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