Conferencia mundial para directores de Colegios del Mundo del IB

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The role of heads in leading on the global
dimension El papel de los directores en el
liderazgo de la dimensión global Boyd
Roberts

• Conferencia mundial para directores de Colegios
  del Mundo del IB
• IB World Heads Conference
• Sevilla 15 October 2009

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• Education for
• a better world
• IB mission

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A world . . . .

• with social justice
• where habitats and biodiversity are maintained
• where people live sustainably
• aware of its own limited space and resources
• recognising interdependence
• at peace
• . . . . . with a decent life for all.

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International or global?
International term coined by Jeremy Bentham
1748-1832 Describes relationships between
countries
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Global

• Coined in the C19th
• Globalisation appeared in the 1940s
• The word globalisation is now globalised.
• Global speak is indicative of a new reality.

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Dimensions in educational programmes

• Global

• International

• focuses on
• characteristics of different countries, cultures,
  languages
• differences, but recognises common
  characteristics and features
• parts of the world, and how they differ and
  inter-relate

• focuses on
• issues that relate to all countries and people,
  across national and regional boundaries
• how global issues affect all of us but
  recognises differences in impact between
  countries
• whole planet environment and people

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Global vs International

• Global, more strictly, relates to all countries
  and people matters affecting all of us
• Global, used loosely, subsumes international,
  inter-cultural and the local covers all levels
  from the local to the global (as in global
  citizenship)
• International does not subsume the global or the
  inter-cultural.

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Leading on the global / 1

• 1 Get an overview - develop an educational
  framework

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USA P21 Global Awareness

• Using 21st century skills to understand and
  address global issues
• Learning from and working collaboratively with
  individuals representing diverse cultures,
  religions and lifestyles in a spirit of mutual
  respect and open dialogue in personal, work and
  community contexts
• Understanding  other nations and cultures,
  including the use of non-English languages
• www.21stcenturyskills.org

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Australia - Global Perspectives

• Interdependence and globalisation
• Identity and cultural diversity
• Social justice and human rights
• Peace building and conflict resolution
• Sustainable futures
• with both spatial and temporal dimensions
• Curriculum Corporation (2008)

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England - Global dimension and sustainable
development

• engages pupils critically with the following
  three questions

How can I enjoy a good quality of life, without
transferring problems to people in other parts of
the world?
What are the biggest challenges facing our planet
and how might they alter its future?
How can I become an active global citizen and
help look after the planet for future generations?
Qualifications and Curriculum Development
Agency
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Levels of global engagement What are we
educating for?

• Global awareness
• concerned with knowledge about the world and
  global issues cognitive
• Global understanding
• higher order appreciation of interconnections
  and systems - cognitive
• Global competence
• having skills and knowledge to function
  effectively in a globalised world

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Global citizenship
Empathy
Global awareness
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Global citizenship

• Head
• Heart
• Hands

• Informed
• Principled
• Active

• Be aware
• Be moved
• Be involved
• Oxfam

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Oxfam

• sees the Global Citizen as 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

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Oxfam

• sees the Global Citizen as someone who
• is outraged by social injustice
• participates in the community from local to
  global levels
• is willing to make the world a fairer and more
  sustainable place
• takes responsibility for their actions
• Oxfam 2006a

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Global citizenship manifesto

• A global citizen is.
• Characteristics of a global citizen
• Examples of how gc is addressed in school
• Examples of how students can act as global
  citizens outside school
• Quotes on global citizenship
• developed collectively

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Global citizenship manifesto

• Post it in classrooms
• Put it on the school website
• Produce a leaflet
• Distribute it to students, teachers and parents
• (based on Tony Breslin, Citizenship Foundation)

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Leading on the global / 2

• 2 Focus on outcomes not activity

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Leading on the global / 3

• 3 Appoint a global coordinator
• - relating to all areas of the curriculum

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• The natural outcome of good international
  education is good global citizens.
• Conversely
• Producing good global citizens should be the
  objective of international education.

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Leading on the global / 4

• Give them a budget

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Leading on the global / 5

• 5 Send signs and signals

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Implementing the global dimension

• Look for small, quick hits with
• obvious impact
• e.g.
• displays
• make some changes in student classroom activities
• Fairtrade sourcing
• recycling
• buy teaching and reference resources
• set up a budget
• arrange professional development

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Displays can

• convey information
• convey messages
• challenge preconceptions
• make a statement
• encourage reflection

• get students thinking
• reflect diversity of viewpoints
• reinforce values
• provide a more stimulating learning environment.

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Displays can

• make a statement without us having to say a word.

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The Two Mules A fable for the Nations From
Quaker Peace and Social Witness www.
quaker.org.uk and other Quaker sources Also from
the Peace Foundation, New Zealand http//peace.net
.nz/resources/posters.html http//www.quaker.org
.uk/shared_asp_files/GFSR.asp?NodeID156103
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uses of a piece of A4 paper Print on A4 paper
and display by a waste paper bin? www.graphicref
lections.org
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•  
•   Until the lions have their historians, tales of
  the hunt will always glorify the hunter.
• Ewe-mina (Benin, Ghana, and Togo) Proverb

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Pulak Bhatnagar www.polly-designs.com
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Leading on the global / 6

• 6 Head it up
• Be seen to be grappling

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IB community theme

• aims to bring together and strengthen the whole
  IB community
• students, teachers, parents, IB staff, and all
  who are connected with IB
• while engaging with and taking action on a
  number of global issues.

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IB community theme sharing our humanity

• This includes the following issues
• Global poverty
• Education for all
• Peace and conflict
• Global infectious diseases
• Digital divide uneven access to information and
  communication technologies
• Disasters and emergencies

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How do we engage with the community theme?
The IB encourages schools to explore and address
the theme further through

• Regular classroom teaching
• Special projects
• Community service
• individually and/or collaboratively with other
  IB World Schools

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Sharing our humanity IB actions

• The IB is facilitating the community theme
  through
• the dedicated website
• http//communitytheme.ibo.org
• recognition of activities and projects

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The IB community theme website
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IB focuses on peace and conflict
International Day of Peace, 21 September Encourag
e IB World Schools to focus on peace and conflict
on or around this day Global lesson / lessons /
activities
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IB focuses on peace and conflict

• Global lesson in Theory of Knowledge
• Lesson plans
• Ideas for activities
• Lessons and school reports available on the
• Community theme website

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IB focuses on poverty
International Day for the Eradication of
Poverty Monday 19 October Global lessons in
ToK and for MYP humanities. Reports /
discussions
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IB community theme sharing our humanity

• Interact with the IB community by raising and
  discussing issues in the forums teachers,
  students, parents
• Report what you have been doing to the rest of
  the community
• and the world at large
• on the community theme website

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IB community theme sharing our humanity

• Next steps.
• If you havent done so already, visit
• http//communitytheme.ibo.org
• See what other people are doing
• Contribute yourself
• Take up / develop the theme in your school
• Tell others about the theme and website
• Get others involved

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Barriers to global education

• I dont have the time to prepare, or in my
  classes.
• I dont know how to set about doing this.
• Im apprehensive about teaching controversial
  issues.
• It isnt my job!

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Leading on the global / 7

• 7 Incorporate a global slant
• in the day
• in the regular curriculum

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Find time in the day

• Assemblies
• Special days / weeks
• Trips and visits
• Conferences
• Visitors
• Activities e.g. International Global Citizens
  Award

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Assemblies / special days

• April 25 World Malaria Day
• June 20 World Refugee DaySeptember
  21 International Day of Peace October 16
  World Food DayOctober 17 International Day
  for the Eradication of PovertyNovember 16
  International Day of Tolerance December 1
  World AIDS Day December 10 Human Rights Day
• http//www.un.org/events/index.htm (Background
  Information conferences and observances)

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Increasing the global slant in the IB Diploma

• Select appropriate options within existing
  subjects
• English A2
• Global Issues is an option
• History HL
• 5 regional options
• Extended essay in World Studies (currently a
  pilot)

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History HL options, May 2007
Regional option of candidates
Africa 0.6
Americas 63.8
Europe 33.3
Asia / Middle East 0.7
Asia / Oceania 1.6
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Increasing the global slant in the IB Diploma

• Offer subjects with a strong global /
  international / intercultural element
• History of Europe and the Islamic World
• Geography
• World Religions (first mainstream examinations
  2013)
• Environmental Systems Societies
• Peace Conflict Studies (School-based syllabus)
• Politics and Development (new pilot)

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Increasing the global slant in the IB Diploma

• Add / increase global issues slant to Theory of
• Knowledge.
• e.g. teach IB global lessons
• (on poverty, 2008 on peace and conflict 2009)
• consider ethical issues in relation to
  lifestyle
• consider ethical dilemmas within schools within
  ToK e.g. flying abroad to undertake a service
  project.
• (See also Dombrowski et al, especially chapter
  5, section 6)

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Increasing the global slant in CAS

• There should be evidence that students have
• engaged with issues of global importance
• Students may be involved in international
  projects but there are many global issues that
  can be acted upon locally or nationally (for
  example, environmental concerns, caring for the
  elderly).
• CAS guide 2010 onwards

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Overseas (service) trips can.

• Provide transforming experiences for students
• Offer real opportunities to make a difference to
  others
• Provide a focus for school activities

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But they can also

• Reinforce prejudices
• Promote feelings of superiority
• Be associated with the glamour of the global
• Become events to enhance school prestige
• Exclude people from participation
• Promote the idea that the global is distant
• And, when air travel is involved, they have an
  ecological downside

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Acting locally.thinking globally

• Origins of garbage
• Recycling
• Use of finite resources
• Impact of man on the environment

Habitat cleaning
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Acting locally.thinking globally

• Reasons for people migrating
• Economic and political background to migration
• Getting to know someone from another culture

Teaching a language
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Assessing the value of overseas trips

• Does it provide a unique opportunity?
• What are the benefits to participants, to the
  host community (service), to the school?
• What is the ecological impact of the trip?
• In what ways does the trip relate to the
  curriculum and to learning in general?
• What impact will the trip have on participants /
  the host community (in service visits) / the
  school?

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Leading on the global / 8

• 8 Arrange or encourage professional development

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Finding space for global issues

• Incorporate asides
• 15 minutes discussion on a global issue topic
  selected by students from Internet / newspaper /
  television. Discuss in pairs.
•  
•  

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Finding space for global issues

• Be prepared for teachable moments
• Use ethical interventions
•  
•  

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Ethical interventions (Moral moments)

• Point out that ethical issues are involved
• Consider/outline the nature of the ethical
  dilemma
• Ask questions
• Structured discussion in pairs or groups
• Provide opportunity for individual reflection
• (e.g. silent thinking / written reflection)

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Grappling with the global

• Permeate and infuse the existing curriculum
• Content
• Pedagogy
• Extend to action

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Grappling with the global content

• Include global issues wherever possible
• Draw examples and perspectives from diverse
  cultural, social, economic and national
  backgrounds
• Address issues with a time and futures dimension
• Stress interconnections, interdependence and
  local-global dimensions
• See Curriculum Corporation (2008)
• Development Education Association (2009)

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Global classroom methodology

• Dialogic pedagogy (Alexander, 2008)
• Students work collaboratively not competitively
• Students assume a variety of roles, unrelated to
  gender and other characteristics
• Focus on critical reflection and problem-solving
• Make use of cultural diversity within the
  classroom

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Handling controversial issues

• Establish some ground rules (Oxfam, 2006b)
• Consider the role(s) you will adopt as a teacher
• (Doug Harwood in Roberts, 2009)
• Acknowledge that balance is impossible to achieve
  in our teaching, and therefore make students
  aware of how to detect bias for themselves
  (Oulton et al, 2004).
• (Roberts, 2009 and references)

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Leading on the global / 9

• 9 Address all areas within school life

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Leading on the global

• Dont worry that children never listen to
• you. Worry that they are always watching
• you
• Robert Fulghum

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Address all areas within school life

• Mission
• Ethos
• Operations
• Utilities
• Policies on energy, purchasing etc
• Banking

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Leading on the global / 10

• Approach things positively
• Avoid doom and gloom

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Leading on the global / 7

• 7 Focus on outcomes not activities

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• How well does your existing curriculum develop
  individuals as global citizens?
• How do you know?

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• If global citizenship is so important shouldnt
  we recognise its development within schools?

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??????? ??????? ??????? ???????
??????? Premio Internacional de Ciudadano
Global International GLOBAL CITIZENS AWARD
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??????? ??????? ??????? ???????
???????Premio Internacional de Ciudadano
GlobalInternational GLOBAL CITIZENS AWARD

• An international programme to promote and
  recognise development of (young) people as better
  global citizens

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Not education for but real, authentic
engagement in global citizenship
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International GLOBAL
CITIZENS AWARD

• The Award
• affirms that students are not future citizens but
  citizens now.
• involves students in all aspects
• promotes authentic engagement and personal
  experience

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International GLOBAL
CITIZENS AWARD

• is a voluntary programme
• starts with students everyday lives
• concentrates on values, attitudes and action,
  all related to global citizenship

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International GLOBAL
CITIZENS AWARD

• promotes and recognises
• change and development
• not the standard reached
• is locally awarded by authorised centres

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International GLOBAL
CITIZENS AWARD

• Encourages wide participation of students
• no limits on numbers
• wide age range (11)
• non-competitive
• suitable for wide ability range
• but voluntary

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International GLOBAL
CITIZENS AWARD

• ELEMENTS OF
• THE AWARD
• PROGRAMME

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International GLOBAL
CITIZENS AWARD

• 1. UNDERSTANDING OTHER CULTURES AND
  OUTLOOKS

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International GLOBAL
CITIZENS AWARD

• 2. PERSONAL GLOBAL FOOTPRINT

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International GLOBAL
CITIZENS AWARD

• 3. INFLUENCE INVOLVEMENT WITH
  OTHERS

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International GLOBAL
CITIZENS AWARD

• 4. RECORDING AND
• REFLECTING ON CHANGE

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International GLOBAL
CITIZENS AWARD

• Key features
• Participants involved in operation of the Award
• - including the Award process
• Participants guided by mentors including some
  older participants
• Flexible within a common structure
• Can embrace existing programmes and activities

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International GLOBAL
CITIZENS AWARD

• Key features
• Low cost / low bureaucracy
• Only need a computer / Internet access to take
  part
• Travel not required
• Minimal global footprint to set up, operate and
  run the Award
• Centres share in development of the Award

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International GLOBAL
CITIZENS AWARD

• A local award made by each centre
• but using a common international model
• Interaction of centres
• Centres share in the development of the programme

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International GLOBAL
CITIZENS AWARD

• International aspects include
• Same model offered internationally
• Can be conducted in any language
• International networking / discussion
• International centres contribute to Award
  development

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International GLOBAL
CITIZENS AWARD

• Assessment / Award
• Fulfils time and participation requirements
  record
• The diary / log evidence of change and
  development of an appropriate extent (subjective)
• Group review with peers, adults etc

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International GLOBAL
CITIZENS AWARD

• The Award
• Personal development
• Recognition
• Certificate
• Commissioned artefact from another country
  produced in an ethical project
• Donation to a nominated charity

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International GLOBAL
CITIZENS AWARD

• In moving from bronze to silver to gold
  participants show greater
• personal initiative
• participation in the Award processes itself
  (including mentoring)
• involvement and engagement with global issues

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International GLOBAL
CITIZENS AWARD

• depth of research achieved by greater focus on
  fewer and more limited aspects of topics
• depth of reflection
• ability to see interconnections
• maturity, as student become older

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International GLOBAL
CITIZENS AWARD

• In moving from bronze to silver to gold
  participants show decreasing
• involvement of the mentor(s) as initiators ,
  supervisors and monitors

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International GLOBAL
CITIZENS AWARD

• Interested in joining?
• Further information at
• www.globalcitizensaward.org
• E boyd.roberts_at_globalcitizensaward.org

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Do your little bit of good where you are its
those little bits of good put together that
overwhelm the world. Desmond Tutu
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Education is the most powerful weapon you
can use to change the world. Nelson Mandela
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• References
• Alexander, Robin (2008) Towards Dialogic
  Teaching rethinking classroom talk
• 4th edition Yorkshire YO7 2AP, UK. Dialogos UK
  Ltd. See also www.robinalexander.org.uk
• Breslin, Tony, developed in Ted Huddleston and
  Rebecca Galbraith
• (2008) Placing Citizenship at the Centre
  Developing a Citizenship
• Manifesto for your School
• http//www.citizenshipfoundation.org.uk/lib_res_pd
  f/0886.pdf
• Curriculum Corporation (2008) Global
  Perspectives A framework for
• global education in Australian Schools
• http//www.globaleducation.edna.edu.au/globaled/go
  /engineName/filemanager/pid/122/G
• PS_ForWeb_150dpi.pdfjsessionid92B95F0EC77B39AE3E
  449B19BB33DB66?actionre
• qactionFileDownloadfid24877
• Development Education Association (2009)
  Exploring together A global
• dimension to the secondary curriculum
• http//www.globaldimension.org.uk/index.aspx?id10
  80

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Oulton, C., Day, V., Dillon, J., and Grace, M.
(2004) Controversial issues teachers
attitudes and practices in the context of
citizenship education Oxford Review of Education
Vol. 30 (4), 489-507 Oxfam (2006a) Education for
Global Citizenship - A guide for schools. Oxford,
UK. Oxfam GB http//www.oxfam.org.uk/coolplanet/t
eachers/globciti/downloads/gccurriculum.pdf Oxfam
(2006b) Teaching controversial issues Oxford,
UK. Oxfam GB (available online at
http//www.oxfam.org.uk/education/teachersupport/
cpd/controversial/files/teaching_controversial_iss
ues.pdf Qualifications and Curriculum Authority
(2007) The global dimension in action A
curriculum planning guide for schools http//www.q
cda.gov.uk/libraryAssets/media/Global_Dimensions_p
rint_friendly.pdf QCDA (Qualifications and
Curriculum Development Agency, England) Global
dimension and sustainable development http//curri
culum.qcda.gov.uk/uploads/Dimensions_global_and_su
stainable_development_tcm8 4477.pdf?return/key-s
tages-3-and-4/cross-curriculum-dimensions/globaldi
mension/index.aspxfalse
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Roberts, Boyd (2009) Educating for global
citizenship a practical guide for schools.
Cardiff, UK. International Baccalaureate Books
to use with students Lelievre, B. and East, M.
(2009) Global Issues project Organiser 1. Oxford,
UK. Oxford University Press Written specifically
for the IB Middle Years Programme first of a
series of five volumes, one for each year of
MYP Parham, Kasia (2008) Dogodogo - Tanzanian
Street Children tell their stories .
Macmillan Parham, Kasia (2009) Emusoi - Maasai
girls tell their stories. Macmillan