Enhancing the Global Dimension through Eye to Eye

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Enhancing the Global Dimension through Eye to Eye

• Using photographic and first hand material from
  children in the South

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Eye to Eye in brief

• project run by Save the Children UK and Save the
  Children Spain, and part-funded by the European
  Union.
• main aim is to develop, in collaboration with
  secondary school teachers, engaging and
  participatory classroom resources to enhance the
  Global Dimension, on the various issues connected
  to child labour.
• resources based around the stories and
  testimonies of working children.
• through the resources teachers and students will
  be able to see the world through the eyes of
  these working children and be better able to
  understand the challenges they face.

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GD - what is it?

• The global dimension explores what connects us
  to the rest of the world. It enbales learners to
  engage with complex global issues and explores
  the links betweeen their own lives and people,
  places and issues throughout the world.
• The global dimension in action, QCA

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Global Dimension seeks to help students

• Appreciate and understand the global context of
  their lives
• Make links between local and global issues
• Critically evaluate their own values and
  attitudes
• Appreciate similarities and value diversity
• Develop skills to enable them to challenge
  injustice

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An issue connected to many others
Responsible tourism
Poverty
Unfair trade rules
HIV/AIDS
Education
CURRICULUM OPPORTUNITIES
Child labour
Globalisation/ corporations
Unpayable debts
Childrens roles in society
Livelihoods
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A window into global issues and the global
dimesion
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The Global Dimension

• Global Citizenship
• Diversity
• Interdependence
• Conflict resolution

• Sustainable Development
• Human Rights
• Social Justice
• Values and Perceptions

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Where?

• India - West Bengal
• Urban Kolkata and rural Midnapore
• Bolivia
• Urban Santa Cruz and rural Llallagua
• Pakistan
• Desertified region
• South Africa
• border situations

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The project materials photos and stories by
working children

• How did we collect them?
• Participatory methodology photos were taken by
  the children themselves after training
• 67 children, all from Save the Children project
  areas, have taken part in Eye to Eye workshops.
• Over two thousand photos in all have been taken!
• Recent addition of South Africa
• Please see our exhibition for schools.

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Using cameras

• Anything new attracts me and thats why I am
  very happy to come for the photography classes.
  We can store a slice of time through photography
  which is not to be discarded just like that.
  Hence in a few seconds we can capture the things
  we like and preserve the memories. There is no
  end to learning, and these are small steps to
  learning new things.
• Jaya, India

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Whats in a photo?
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Globalisation
GLOBALISATION
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Technological development
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Techniques using photos
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Techniquesjust a few examples

• Revealing squares

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This is the mistress of the home where I work.
She was reading the newspaper in the morning.I
liked it a lot and so took the picture.
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Techniquesjust a few examples

• Revealing squares
• Using captions

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When I took this picture it was almost 6 oclock
in the evening. The girl was very cold, her face
was sad, and she was selling socks. When I asked
her where her parents were, she said that her
father had died and her mother worked in the
mines. 
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Techniquesjust a few examples

• Revealing squares
• Using captions
• Motivation for research

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What are they mining?
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What are conditions like?
What are conditions like? What are the
international minimum conditions required for
mining?
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How do they organise themselves to secure their
rights? How do people in this country organise to
protect their rights? Can young people
do the same? (Citizenship)
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Techniquesjust a few examples

• Revealing squares
• Using captions
• Motivation for research
• Discussion starters

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Discussion starters
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This picture is about the fact that it has been
raining throughout the day but the daily life at
the market place is going on as usual with the
umbrella over heads. Panchanan, Rural India
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This photograph was shot in Baraberia. I was
going to the market one day, when I found a few
men and a woman quarelling in a paddy field about
the boundary of the field in which the paddy was
going to be sown. I found that very interesting
so I decided to take a picture. This is a regular
scenario during the monsoon when the paddy is
sown. Hiralal, India
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Other techniques

• 5. Groups of photos and select to explore a
  theme/issue in depth
• Education, technology, rights, work, family,
  culture, beliefs, role in community
• 6. Imagine yourself in this scene. What aspect
  would you prefer to be doing?
• 7. What happened just before or just after this?
• 8. Focus for plenary of a lesson.

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Other techniques (cont)

• Photo-diary a day in the life, create your own.
  (English, Cit, Drama)
• Journey through XXXX (e.g. Kolkata) from the
  perspective of the E2E children
• Sequencing or selection activities (e.g.
  dominoes, mystery)
• Engaging lower ability students - photos can be
  responded to on a range of levels
• Comparing with aspects of the media such as
  newspaper reports
• More investigative/ critical thinking techniques
• Development Compass rose
• Methodology PFC, Open Space for Dialogue and
  Enquiry (OSDE)
• Questions Who where what why?
• The photographers perspective (e.g. reading
  newspaper photo). This is one of the most
  effective aspects of Eye to Eye.
• Full schemes of work around photos eg Quality of
  life, live to work work to live

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The Development Compass Rose
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Are the natural resources in the mothers work
giving benefit. Which fabrics are native to the
area? How do the non-local clothes arrive?
Does the girl choose how she helps the family? Is
she in fact avoiding mine work? How does she feel
about helping provide income?
At what point do the family need to have this
girl work? How much would it cost her to go to
school, if she does not at the moment?
Is this socially acceptable? Are a family that
has a child working seen in a particular way?
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Curriculum 2008

• Back to the no subjects agenda

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Curriculum relevance...

• Helping to embed the Global Dimension across and
  within subjects
• Whole School
• Cross curricular teaching
• Whole school events
• Assemblies/exhibitions
• Celebrating diversity

• Humanities
• Citizenship
• English
• MFL
• Media
• R.E.
• Drama

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Conflict Resolution

• Understanding the nature of conflicts, their
  impact on development and why there is a need for
  their resolution and the promotion of harmony.

This is a photo of the Miner's Square. This miner
represents all the miners who fought in the San
Juan massacre (1st May 1923). On Midsummers Eve,
policemen surrounded us and began to kill us.
They even went into houses to kill people.Some
families lost many during the San Juan massacre.
This photograph was shot in Baraberia. I was
going to the market one day, when I found a few
men and a woman quarreling in a paddy field about
the boundary of the field in which the paddy was
going to be sown. I found that very interesting
so I decided to take a picture. This is a regular
scenario during the monsoon when the paddy is
sown. Alpana, India
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Global Citizenship

• Gaining the knowledge, skills and understanding
  of concepts and institutions necessary to become
  informed, active, responsible citizens.

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Sustainable Development

• Understanding the need to maintain and improve
  the quality of life now without damaging the
  planet for future generations.

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Diversity

• Understanding and respecting differences and
  relating these to our common humanity.

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Social Justice

• Understanding the importance of social justice as
  an element in both sustainable development and
  the improved welfare of all people.

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Human Rights

• Knowing about human rights including the UN
  Convention of the Rights of the Child.

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Interdependence

• Understanding how people, places, economies and
  environments are all inextricably interrelated
  and that choices and events have repercussions on
  a global scale.

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Values and Perceptions

• A concept which underpins all the rest

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Supporting a whole school approach

• Getting teachers to talk to each other around
  cross-curricular global themes (fairtrade)
• Offering our exhibition and training as part of
  the ongoing project
• Responding C2008s broader perspective

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Cross curricular themes/dimensions

• Global dimension and sustainable development
• Eg Exploring global development through the
  photos
• Creativity and critical thinking
• Eg Creating dramas debating
• Identity and cultural diversity
• Eg Culture and identity of selves and eye to eye
  children

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Using E2E photos to enhance the global dimension

• Exploring issues such as rights, poverty,
  development and work
• Emotional/personal response - imagining yourself
  in a situation and what life might be like
• Tackling stereotyped views and supporting
  diversity
• Challenging and discovering own perspectives in
  relation to those of others
• HOW its done on the level of the resources of
  the future and in delivery in the classroom is UP
  TO YOU.

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Eye to Eye
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