Global literacy for a Fairer World, Arezzo, 9-10 april 2014

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Information about Global literacy for a Fairer World, Arezzo, 9-10 april 2014

Published on April 17, 2014

Author: katiecdec



New Participatory Methods for Global Citizenship Education

‘Global Literacy for a Fairer World’: challenge,enquiry, and active global citizenship Katie Carr, CDEC 9-10 April 2-14, Arezzo, Italy

Global Citizenship School Linking, with partners local and global Outdoor and environmental learning Diversity and multiculturalism Sustainable Development Fairtrade Pupil Voice and taking action Funded projects CPD / training Classroom resources Creative Classrooms

You will... • feel more confident about incorporating teaching and learning around the themes of poverty, inequality, interdependence, and food and trade into their day to day work. • Increase your understanding of participatory classroom facilitation, so enabling their learners to better lead their own learning and actions towards a fairer world. • better understand how global learning can contribute to learning in other areas of the curriculum, and be better able to plan for cross- curricular activities. • Access new resources on participatory global citizenship education. Aims for this session

9.00 Welcome & introductions, building community, Map of the Day 10.00 Evaluating GCE 10.30 Audit activities 11.00 Break 11.30 Audit activities... 13.00 Lunch 14.15 Exploring ‘Participation’ 15.30 Break 15.45 Trialling some new GCE activities 17.15 End Map of the Day

So, what IS global learning? And WHY is it important?

80% of children in KS2 will go on to do jobs that don’t exist yet, using technology that hasn’t been invented yet, trying to solve problems that we cannot yet predict.

More than 3000 new books are published every day

Almost 10 per cent of our rubbish in landfill is packaging.

Although accounting for only 5%of the world's population, Americans consume 26 % of the world's energy.

In the last 24 hours... • 150-200 species of plants, insect, bird and mammal became extinct due to environmental damage • Oil giant Shell made a profit of £38,400,000 • The UK produced enough waste to fill the Albert Hall 12 times over • About 25,000 people died of hunger or hunger- related causes • 28,000 hectares of rain forest have been destroyed (that’s 28,000 rugby pitches)

The 8 key concepts of the Global Dimension in schools (UK) are: 1. Global citizenship 2. Interdependence 3. Conflict resolution 4. Sustainable development 5. Diversity 6. Social justice 7. Human rights 8. Values and perceptions

I know about... I care about... I am taking action... I am enabling others to take action

• A 3-year EU funded development education project, led in UK by CDEC, and delivered in Czech Republic, Poland and Ghana • Objectives: – To build teachers’ confidence in incorporating global learning into their lessons, so that – Children understand interdependence between European countries and the Global South, in the context of food, trade and the causes of poverty, and – they feel empowered to take collaborative meaningful action towards making the world a fairer place. • Participatory and experiential learning, critical thinking Global Literacy – whatis it?

Global Literacy – PupilAudit What do children know – or think they know – about: - Food and trade - Poverty and interdependence - Education and development

Whatdo you know aboutpeopleand places in Africa?

Photo Puzzle... Is it Europe, Africa, or SomewhereElse?

Why are people in theworld hungry? uploads/2010/10/true-size-of-africa.jpg

Global Literacy – PupilAudit results, Ghana What do you know about Europe? • Europe has good business centres • Europe is a united continent where there is no conflict but peace • Europe is also technically and technologically developed • Most parts of Europe have very neat environment • Europe is the most secured continent • Homosexuality is legalised

Global Literacy – PupilAudit results, Ghana

Global Literacy – PupilAudit results, Ghana

Welcome back!

What is ‘participation’ in schools? • young people having a say in the decisions which affect their lives (UN Convention on the Rights of the Child, article 12) • young people leading their own learning, co-creating learning aims and knowledge • young people developing ‘critical literacy’ • learners as leaders • ???

Participation: Degrees of Power Assigned but informed Adult- initiated, shared decisions with children Child- initiated and directed Child- initiated, shared decisions with adults Consulted and informed

"[Participation can be defined as]… the process of sharing decisions which affect one's life and the life of the community in which one lives. It is the means by which a democracy is built, and it is a standard against which democracies should be measured. Participation is the fundamental right of citizenship". (Hart, 2002, p.5)

• Pupils Take Action – Global Citizens (page 35) • Sharing the Chocolate (p60) • Fact or opinion – how do we know? (p31) • Pupils Take Action – spheres of influence (p38) • What is poverty (p131)

Pupil Audit Activities, Pupil Audit Report and Challenge & Enquiry can all be downloaded for free at +44 15394 31602

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