Teaching Global Citizenship in the Primary School North East Wales Institute 28 September 2005

1
Teaching Global Citizenship in the Primary
SchoolNorth East Wales Institute28 September
2005

• Harry Blee
• The Education for Global Citizenship Unit

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Extract from Eliminating World Poverty A
Challenge for the 21st Century, A Summary,
Department for International Development, 1997

• We want to see a global society where everyone
  can live in peace and security have a say in how
  their community is run and have access to those
  things we so often take for granted, like clean
  water, fresh air and the chance to earn a living
  and bring up healthy educated children. We want
  governments to be accountable to their people
  obey the rule of law protect human rights and
  create opportunities for economic growth We
  believe that children should learn about
  development issues at school and that every adult
  should have a chance to influence the
  Governments policies.

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Session outcomes

• By the end of todays sessions, participants will
  have
• Reflected on the purpose of a primary school
• Experienced some of the strategies that can be
  used to develop education for global citizenship.
• Considered ways in which the global citizenship
  dimension may be incorporated into their teaching
  philosophy, the content of their lessons, and
  their classroom practice.

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Setting the Scene

• Session 1 Introduction Harry Blee
• What is the purpose of primary schools?
• Why global citizenship?
• What is global citizenship?
• Specialist areas
• English / Early Years Clare Harker
• Maths Willie Magill
• Science Clare Harker

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Reflection / Task

• What is the purpose of primary schools? What
  should they do?
• Jot down three or four points

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Todays Argument

• That primary schools should continue to develop
  pupils as Global Citizens
• Why global citizenship?
• What is global citizenship?
• Global citizenship in practice (later sessions)

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Why Global Citizenship?

• Global factors and global decision making
  influence our lives
• Teachers have an increased responsibility to
  ensure that learners see themselves as
  participating citizens in local, national and
  global communities.

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Why Global Citizenship?

• A global human society based on poverty for many
  and prosperity for a few, characterised by
  islands of wealth, surrounded by a sea of
  poverty, is unsustainable.
• Thabo Mbeki, President of South Africa, opening
  the World Summit on Sustainable Development,
  Johannesburg, August 26th 2002
• globalisation without citizenship is
  politically blind, and citizenship without
  globalisation is theoretically naïve.
• Professor Michael A. Peters, University of
  Glasgow, Keynote address to the Citizenship and
  Capacity Building Conference, Glasgow, Friday
  21st June 2002

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Current Research

• Parker, Ninomiya and Cogan (1999) Educating World
  Citizens Towards Multinational Curriculum
  Development, AERJ, 36, No. 2 and Smith, A. (2004)

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Three Key QuestionsAdapted from Parker,
Ninomiya and Cogan (1999) Educating World
Citizens Towards Multinational Curriculum
Development, AERJ, 36, No. 2 and Smith, A.
(2004)

• What are the major global trends likely to have a
  significant impact on the lives of people during
  the next 25 years?
• What will be the skills and competences required
  to cope with and manage these trends?
• How might these characteristics be developed?
  What educational strategies or innovations might
  best develop these competences?

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Major global trends likely to have a significant
impact on the lives of people during the next 25
yearsParker, Ninomiya and Cogan, 1999

• A rapidly changing world, and a growing sense of
  interconnectedness
• Globalisation and revolution in ICT
• Role of multinational corporations
• An evolving and expanding European Union
• Growing inequalities of wealth

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Contexts in which schools have to operate
Parker, Ninomiya and Cogan, 1999

• Economic growth through knowledge rather than
  natural resources
• Increased technology, reduced privacy
• Wider economic gap, poverty increases
• Increased conflict between developed and
  developing countries
• Cost of water increases, deforestation,
  environmental deterioration
• Migration from poor to rich areas
• Genetic engineering, ethical questions

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Other factors?
Globalisation 9/11
Distrust of politicians
Changes to family structures
Alienation from societys structures
Political apathy
More young people vote for Big Brother than in
elections
Need for community renewal
Interconnectedness
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Individual Task - Interconnectedness

• Examine the label on a piece of your clothing or
  trainers.
• Where was it manufactured?
• Which continent?
• Which country?

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What is Education for Global Citizenship?

• Young people today are growing up in a world
  where prosperity and technological progress exist
  alongside mass poverty and an environment under
  threat.
• Children and young adults deserve to know that
  their fate is inextricably linked to, and
  affected by, the lives and decisions of others
  across the world. They have a right to understand
  the crucial issues facing the planet and know how
  they can personally play a part in helping shape
  the future.
• Jane Davidson, Minister for Education and
  Lifelong Learning extract from Education for
  Sustainable Development and Global Citizenship,
  ACCAC, 2002

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Whole Group Reflection - Interconnectedness

• Study the following slide.
• Are there any connections between this slide and
  primary schooling?

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As desperation grows among the thousands stranded
without food or water in New Orleans four days
after Hurricane Katrina, there are signs of
growing lawlessness in the city.
http//news.bbc.co.uk/1/hi/world/americas/4207202
.stm, accessed 2 September, 2005

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What is Education for Global Citizenship?

• think of problems in global as well as local
  terms
• work with others in a cooperative way and take
  responsibility
• understand, accept, appreciate and tolerate
  cultural differences
• think in a critical and systematic way
• resolve conflict in a non-violent manner
• participate in politics at local, national and
  international levels
• change ones lifestyle, consumption habits to
  protect environment
• be sensitive toward and defend human rights.

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What is Education for Global Citizenship?A
contested concept

• What is the purpose of Education?
• to support a particular ideology or to promote
  international understanding?

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What is Education for Global Citizenship?

• enables young people to understand the global
  forces which shape their lives and to acquire the
  knowledge, skills and values that will equip them
  to participate in decision making, both locally
  and globally, which promotes a more equitable and
  sustainable world.
• Extract from Education for Sustainable
  Development and Global Citizenship, ACCAC, 2002

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In Schools and Political Learning in Africa
themes and issues Harber (1991)

• Nigeria, Kenya, Tanzania and Zimbabwe - before
  independence.
• Colonial education systems were designed to
  achieve
•  
• the preservation of the socio-economic and
  political domination of a European colonial
  class.
• (Harber, 1991, p.61)

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In Schools and Political Learning in Africa
themes and issues Harber (1991) After
Independence

• In Zimbabwe after 1977, the ZANU Government
  created a Department of Education, trained its
  own teachers, produced its own textbooks and
  syllabuses and began to develop a curriculum with
  a Marxist-Leninist value system.
• Nigeria tried to create a formal education system
  which promoted a sense of nation but celebrated
  unity in diversity. It tried to achieve this by
  promoting national integration through such
  pursuits as singing the national anthem and
  paying respect to the flag.

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In Peter Neumanns Other Mens Graves Diary of
an SS Man (British Edition of the Black March),
Weidenfield 1958

• Mathematics example used to support a particular
  ideology
• A Sturmkampfflieger on take-off carries twelve
  dozen bombs, each weighing ten kilos. The
  aircraft makes for Warsaw, the centre of
  international Jewry. It bombs the town. On
  take-off with all bombs on board and a fuel tank
  containing 1,500 kilos of fuel, the aircraft
  weighed about eight tons. When it returns from
  the crusade, there are still 250 kilos of fuel
  left. What is the weight of the aircraft when
  empty?

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What is Global Citizenship? The Key Concepts -
Wales

• Interdependence
• Citizenship and stewardship
• Needs and rights
• Diversity
• Sustainable change
• Quality of life / social justice
• Uncertainty and precaution
• Values and perceptions
• Conflict resolution

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What is Global Citizenship?

• Based on Oxfams Curriculum for Global
  Citizenship
• Knowledge and Understanding
• Skills and Capabilities
• Values and Dispositions
• Teaching Methods
• Actions
• In what ways does
• the Welsh definition match up?
• your classroom practice meet these criteria?

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Knowledge and Understanding

• Globalisation, interdependence and
  interconnectedness
• Sustainable development
• Human rights, needs and responsibilities
• Pluralism and diversity
• Scotlands place in the world

• Injustice and its causes
• Poverty and its causes
• Inequality and its causes
• Discrimination and its causes
• Peace and conflict
• People affecting change

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Skills and Capabilities

• Critical thinking
• Creative thinking
• Problem solving
• Decision-making
• Language and communication
• Reflection, including self and peer assessment
• Co-operation and conflict resolution
• Taking and sharing responsibility

• Making connections
• Listening skills
• Making others feel at ease and included
• Ability to question assumptions, stereotypes, and
  oversimplified positions
• Ability to argue effectively
• Ability to challenge injustice and inequalities
•  

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Values and Dispositions

• Sense of belonging, identity and self-esteem
• Social and environmental responsibility
• Commitment to learning
• Respect and care for self and the rights of
  others
• Respect for diversity
• Commitment to democratic processes

• Willingness to engage in mediation and conflict
  resolution
• A belief that people can make a difference
• Self-awareness
• Empathy
• Commitment to social justice
• Respect for evidence

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Learning and Teaching Methods

• Encouraging pupils to listen to each other
• Allowing pupils to question
• Encouraging democratic procedures
• Letting pupils take responsibility for events,
  projects etc in the school and the community
• Encouraging pupils to respect the rights of
  others
• Including ideas from a variety of cultures

• Participatory
• Discussions
• Setting problems to be solved and investigative
  tasks
• Encouraging students to take decisions
• Encouraging a range of communication styles
• Instigating self and peer assessment
• Connecting whats happening to the wider world

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Actions

• Community involvement
• Artistic and creative interests
• Enterprise
• Volunteering

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Reflection

• Examine the previous slide.
• Do any of these have relevance in your
  professional life?

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Focus on attitudes and values

• Global Citizenship at the heart of the Curriculum

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Whose Attitudes and Values?

• Attitudes and Values Welsh PSE provision
• UN Convention on the Rights of the Child
• (Oxfams Curriculum for Global Citizenship)
• In Scotland Scottish Parliament Killearn
  Primary School Annette Street Primary
• Denominational schools
• Local Education Authorities
• Other?

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KEY STAGE 2ATTITUDES AND VALUES (Wales)PSE
provision should enable pupils to

• Show care and consideration for others and be
  sensitive towards their feelings
• Respect others and their property, value their
  achievements and their uniqueness and recognise
  the importance of equality of opportunity
• Value friends and families as a source of love
  and mutual support
• Value and celebrate cultural difference and
  diversity
• Have respect for their bodies and those of others
  and enjoy and take more responsibility for
  keeping the body safe and healthy
• Feel positive about themselves and be confident
  in their own values

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Values and DispositionsAdapted from Oxfams
Curriculum for Global Citizenship

• Sense of belonging, identity and self-esteem
• Social and environmental responsibility
• Commitment to learning
• Respect and care for self and the rights of
  others
• Respect for diversity
• Commitment to democratic processes

• Willingness to engage in mediation and conflict
  resolution
• A belief that people can make a difference
• Self-awareness
• Empathy
• Commitment to social justice
• Respect for evidence

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Attitudes and ValuesUN Convention on the Rights
of the Child

• A century that began with children having
  virtually no rights is ending with children
  having the most powerful legal instrument that
  not only recognizes but protects their human
  rights.
• Carol Bellamy, UNICEF Executive Director
• http//www.unicef.org/crc/crc.htm, , accessed 2
  September, 2005

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Attitudes and ValuesUN Convention on the Rights
of the Child

• Ratified by 192 countries
• Only two countries have not ratified the United
  States and Somalia, which have signalled their
  intention to ratify by formally signing the
  Convention.

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Attitudes and Values

• Wisdom
• Justice
• Compassion
• Integrity

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Attitudes and ValuesKillearn Primary School
Case Study 1In the Classroom

• Pupils interviewed a wide variety of people in
  school and in the local community to ask them,
  What makes a good citizen? They then asked the
  same question to the rich, powerful and famous,
  putting their findings in their Big Book of
  Values.
• TES May 6 2005, page 5

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Attitudes and ValuesAnnette Street Primary
School Case Study 2Whole School Policy

• Annette Street School decided to develop a
  statement of shared values.

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Annette Street School Case Study Step 1

• School Development Plan
• Define school ethos look for shared values
• Review mission statement

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Annette Street School Case Study Step 2

• Values and Citizenship identified as a priority
  in school development plan three strands
• School ethos
• Curriculum
• Democracy in action

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Four areas of school life covered

• Studies within all curricular areas.
• Participation by young people in decisions and
  activities which affect them in class and in the
  school community.
• Cross-curricular experiences enterprise
  activities, global awareness projects, mock
  elections.
• Links with wider community environmental
  projects, community service.

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Annette Street School Case Study Step 3

• Systematic approach to developing in our young
  people knowledge and understanding, skills and
  competences, values and dispositions and
  creativity and enterprise
• Development of a Statement of Shared Values
  staff pupil council
• Values Steering Group parents and wider
  community

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Annette Street School Case Study - Values
Steering Group

• Devised four questionnaires pupils, staff,
  parents, community
• Met once per month
• Pupils had final say in wording of statement
• Printed professionally
• Launched by pupil council
• Group continued to meet to draw up action plan
  for putting values into action

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Annette Street School Case Study - Staff Matters

• Every teacher met with Careers Scotland
  representative to identify opportunities for
  Citizenship, Enterprise and Education for Work in
  topic areas
• Considered possibilities for integrating certain
  aspects this freed up time

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Attitudes and Values - Faith Schools

• schools that reflect the ethos and beliefs of
  parents but are wholly opposed to institutional
  bigotry.
• Peter Smith, the general secretary of the
  Association of Teachers and Lecturers
• Britain's first state-funded Sikh school is the
  Guru Nanak Sikh School in Hayes, Middlesex

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Attitudes and Values Catholic Schools in Scotland

• "We look at the whole person approach. You have
  to get away from the idea that school is about
  bringing kids in at one point and spewing out
  exams at the other.
• Peter Kearney, spokesman for the Catholic Church
  in Scotland

• At present, there are 130,000 pupils in
  Scotland's 416 Catholic secondary and primary
  schools
• http//education.guardian.co.uk/schools/story/0,55
  00,666306,00.html, accessed 2 October, 2004

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Attitudes and Values REFLECTION / DISCUSSION

• Do you think that the attitudes and values
  referred to in the PSE documentation are a fair
  encapsulation of what modern Welsh citizenship
  ought to be about?
• Are there any other values that should be
  considered?
• To what extent does your classroom practice
  already demonstrate commitment to these values?
• How might you and your school manage possible
  conflicting or competing values, e.g. between
  school and home?

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KEY STAGE 2ATTITUDES AND VALUES (Wales)PSE
provision should enable pupils to

• Show care and consideration for others and be
  sensitive towards their feelings
• Respect others and their property, value their
  achievements and their uniqueness and recognise
  the importance of equality of opportunity
• Value friends and families as a source of love
  and mutual support
• Value and celebrate cultural difference and
  diversity
• Have respect for their bodies and those of others
  and enjoy and take more responsibility for
  keeping the body safe and healthy
• Feel positive about themselves and be confident
  in their own values

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The UN Convention on the Rights of the Child
(1989) Pupil Voice

• Three core themes
• Provision
• Protection
• Participation
• NB Article 12 - right to be consulted on issues
  that affect them.
• UK legal frameworks now incorporate the
  Convention into education systems.

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Pupil Voice
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Pupil VoiceVoting with your feet

• You will have 3 options
• Yes / agree
• No / disagree
• Dont know / Abstain

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The ladder of participationWhere on the ladder
might your classroom or school be? Where do you
think it should be? Consider the following
scenarios

• Class rules
• Classroom layout
• Choosing a topic or theme to study
• Selection of new staff

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Pupil VoiceThe ladder of participation

• 8) Youth-initiated, shared decisions with adults
• 7) Youth-initiated and directed
• 6) Adult-initiated, shared decisions with youth
• 5) Consulted and informed
• 4) Assigned but informed
• 3) Tokenism
• 2) Decoration
• 1) Manipulation

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Learning and Participationthe Eco School

• The Eco-Committee
• The Environmental Review
• The Action Plan
• Monitoring Action and Evaluating Progress
• Linking to the Curriculum
• Involving the Whole School and the Wider
  Community
• The Eco-Code

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Pupil Voice- other ways

• Classroom democracy?
• Pupil self and peer evaluation
• Pupil evaluation of lessons?
• Allocation of tasks
• Media monitoring
• Negotiation of rules
• Fair trade
• Recycling

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Pupil Councils - Research

• Pedagogy, Culture Society
• ISSN 1468-1366
• Volume 12 Number 2 2004
• SPECIAL ISSUE Social Class and Educational
  Inequalities the local and the globalGuest
  Editors CAROLE LEATHWOOD LOUISE ARCHERIain
  Mills. Citizenship pupil involvement in Scottish
  schools, 259

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Accessing the Local Community

• MSPs and MPs
• Local councillors
• Religious and community representatives
• NGOs and voluntary sector
• Parents and other relatives
• Police and other emergency services
• Which of the above (and others) do you use in
  your class / school? What benefits does each
  bring?

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Philosophy in schools method

• Provide a stimulus
• Does the group have any issues or questions?
• Note any questions
• Agree on a question to discuss
• Take turns to raise points, always beginning by
  agreeing or disagreeing with previous speaker.

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Drama activitiesdeveloping communication,
self-confidence, empathy, etc.

• Role play e.g. Amnesty International Scenarios
• Hot seating
• Forum theatre

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What is the purpose of a primary school?

• Global Citizenship at the heart of the Curriculum

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What is the purpose of a primary school?
Parents Evening

• Ive read in the papers that schools now have to
  spend a lot of time teaching citizenship to
  pupils. Im worried that this wont leave time
  for the more important things like preparing for
  exams. Can you tell me more?

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What is the purpose of a primary school?

• Most taxpayers expect their schools to
  reflectcenturies-old beliefs. School
  organisations shape classroom practice with its
  self-contained classrooms separating teachers
  from one another, a curriculum divided into
  segments of knowledge distributed grade by grade
  to students, and a schedule that brings students
  and teachers together to work for brief periods
  of time.
• These structures, profoundly influencing how
  teachers teach, how students learn, and the
  relationships between adults and children in each
  classroom, are especially difficult to alter
  after a century of popular and practitioner
  acceptance and they are alien to the impact that
  the new technologies would make on schools.
• Cuban, L. (1993) Computers meet classroom
  classroom wins, Teachers College Record, vol.
  95, 2, 185-209

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What is the purpose of a primary school?For
reflection

• May need to review interactions with pupils and
  colleagues.
• Requires a broader range of classroom strategies.
• Requires greater collaboration with colleagues
  from other stages / subject areas / with
  different expertise.
• Requires a more open-ended approach?

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What is the purpose of a primary school? Global
Citizenship

• Is your school actively promoting global
  citizenship? Does it encourage a global
  perspective? Are the children and the whole
  school community aware of their responsibilities
  as global citizens? Do they realise what actions
  they can take to become more active global
  citizens?
• Why should young people prepare themselves to
  become global citizens? What is global
  citizenship? Is it important to have global
  perspectives in the school curriculum?