HSS4324 B Global Citizenship

1
HSS4324 B Global Citizenship

• Rachel Thibeault, Ph.D., O.T. (c)
• Programme dergothérapie
• Occupational Therapy Programme
• University of Ottawa Université dOttawa

2

• Who are you and why did you choose this course?
• Which are the 5 major issues facing this new
  century?

3

• Who am I?
• Why did I choose to create this course?

4
What is occupational therapy?

• The only health profession focussed on
  sustaining or restoring meaning and function in
  daily life.

5
Our distinctive features

• Bridging the physical and the psychological.
• Client-centred practice
• Cross-cultural tools meaning and human activity
• Social justice as an explicit tenet

6
My research

• To help nations facing
• war victim issues with
• the reintegration needs
• of survivors and other
• people with disabilities.

7
A family crushed by

• AIDS
• Conflicts and prejudices
• Globalization
• Gender inequality
• Global warming
• War
• Local pollution
• Poverty

8
The state of the world in a few sobering numbers

• By 2010, there will be nearly 20 million children
  orphaned by AIDS in Africa alone (UN, 2004)
• By 2015, 800 million people will have no access
  to safe water (WHO, 2004)
• More than 2,6 billion people, 40 of the planet,
  have no access to basic sanitation (WHO, 2004)
• Half the worlds children are threatened by
  extreme poverty (UNICEF, 2004)

9
(No Transcript)
10
What we do about it?

•  All the promises made by world leaders, Bush,
  Martin, Blair, are not going to be met. 
  (OXFAM, 2005)
• Canada is giving less than half of its 0.7 per
  cent target. (UN, 2005)
• The US is giving 1/30 of its target (Sachs, 2005)

11
Current World Bank Reports

• The 1990s unprecedented stagnation.
• HDI falling in 21 countries.
• The 1990s a decade of despair.
• 2003 an explosion of poverty.
• Today, 1 in 6 without water, sanitation
• In 30 years, 1 in 3.
• (ONU, 2202 2004 2006)

12
PROJECTIONS The Social Impact

• Increased poverty
• Increased political instability
• Increased likelihood of wars
• Increased likelihood of nuclear war
• (Fischman, 2002 Nagler, 2004 Sachs, 2005
  Stiglitz, 2002)

13
PROJECTIONS The Environmental Impact

• Some forms of Arctic life (penguins) have already
  decreased by 70.
• The polar bear will be extinct within 25 years.
• The Great Barrier Reef will be gone within 50
  years.
• Biodiversity is already irreversibly changed.
• (Flannery, 2006)

14
(No Transcript)
15
How do universities adapt to the new realities?
Any world-wide, concerted response?
16
One The GATS

• General Agreement on Trade in Services unfolding
  under WTO
• Higher education one of 12 commercial sectors
  (public education not included but nor is it
  defined)
• No jurisprudence

17
The impact of the GATS

• Technology and knowlegde transfers to buyer
  states
• The Corporate University Model
• Accreditation for personnel mobility
• Globalization of research
• (AUCC, 2003 Breton Lambert, 2003
  Robinson,2006)
• Agent for social change?

18
Key Questions What about

• The future of research that is less or non
  lucrative?
• The impact on tenure and promotion?
• Education for the next generation, an education
  reduced to by-product of industry?

19
The UN reacts and sounds the alarm
20
The MDG 2015

• Eradicate extreme hunger and poverty (1/2)
• Achieve universal primary education (girls and
  boys)
• Promote gender equality and empower women
  (secondary education by 2005)
• Reduce child mortality (reduce by 2/3)

21
The MDG 2015

• Improve maternal health (reduce maternal deaths
  by 3/4)
• Combat HIV/AIDS , malaria and other diseases
• Ensure environmental sustainability
• Develop a global partnership for development
• (UN, 2000)

22
Edgar Morin (UNESCO)Les sept savoirs
nécessaires à léducation du futur Seven
complex lessons in education for the future
23
Training today tomorrows decision makers with
yesterdays obsolete paradigms.
24
The essential knowledge

• Seven elements for a better future

25
1. Detecting error and illusion

• ExxonMobil funds climate-change propaganda
  British scientistsLast Updated Wednesday,
  September 20, 2006 129 PM ET

26
2. Principles of pertinent knowledge

• Angelina and global warming

27
3. Teaching the human condition

•  Desperate housewives  against HIV/AIDS in
  Africa

28
4. Earth identity

• Beyond our culture and religion

29
5. Confronting uncertainties

• Global warming
• Terrorism
• Nuclear war
• Drug-resistant epidemics

30
6. Understanding each other

• Conflict resolution
• Peace education

31
7. Ethics for the human genre

• Weapons of Mass Destruction 
• Enron
• Sponsorship scandals
• Whale hunting
• The best intentions Bill Gates

32
My game plan

• Know and understand the key global issues at
  stake today as defined in the MDGs and the
  UNESCOs guidelines
• Discern more readily what is relevant knowledge
  from reputable sources and hopefully develop a
  lifelong ability for critical analysis.
• Possess basic communication skills for the
  dissemination of those issues
• Identify how they can contribute to positive
  change as professionals and citizens.

33
The workings

• The format
• The themes
• The evaluation

34
The format

• This is not my planet this is our planet.
• This is not my future, but our future
• Collective creation
• Your roles and mine
• My absence

35
The expectations

• 3 lectures out of 13
• Pre-determined themes
• Same structure video, consequences solutions at
  the micro, meso and macro levels

36
The Themes

• Jan. 8 - State of the world an overview The
  MDGS and the UNESCOs Essential Knowledge for the
  Future Introduction to The Fact Checkers Bible
  
• Jan. 15 - War and Nuclear War
• Jan. 22 - Global economy main trends and
  consequences.
• Jan. 29 - Current conflicts conflict resolution
  and peace education
• Feb. 5 - Health trends HIV/AIDS, TB, Malaria,
  public health systems and counterfeit medications

37
Themes

• Feb. 12 - Global Warming, climate change and
  extreme weather events
• Feb 19 - Spring Break Feb 26 Global Warming
  Food and consumption patterns
• March 4 - Pollution water and soil
  sustainable lifestyles
• March 11 - Human rights safety, food, education
  and health for all
• March 18 - Womens and childrens condition
  gender inequalities and power redistribution

38
Themes

• March 25 - Fair trade Transfair Canada(Rachel
  away)
• April 1 - Reasons for hope and mobilization
  Tools for ethical decision making
• April 8 - Shared World Earth identity and
  equitable partnerships
• April 15 - Exam

39
Evaluation

• A class evaluation of your presentation (20 )
• A team participation evaluation team members
  will be evaluating each other (10)
• A paper summarizing your presentation (35 )
• A self-evaluation relative to your participation
  in class and engagement outside the classroom
  around the issues presented. (10)
• An exam (30)

40
Criteria

• Interdisciplinarity
• Extent and the quality of the resources
• The soundness of your argument
• The extent of the research and the creativity for
  generating solutions at the micro, meso and macro
  levels.

41
Masters students

• An extra paper (7-10 pages) will be required on
  the exploration of one of the issues in your own
  community.

42
The syllabus

• www.uottawaglobe.ca/hss4324

43
 Act knowing we are not alone and live with
hope.  Jane Goodall
44
Checking facts!
45
The basics for credibility

• Terms erotherapist
• RBC
• Context  The beautiful seaside resorts of Zambia

46
(No Transcript)
47
Checking the source

• Other papers
• Endorsed by whom?
• The agendas?
• Reviews?
• University connections
• Newspapers
• Cross-checking
• Calling

48
First reading

• Who wrote it? Lomborg's "Sceptical
  Environmentalist Cool It
• The piece as a whole logic
• Compare
• Biases? WMD and Dr. Hans Blix
• Anything missing?
• Differences in style?
• Hyperboles? Exaggerations?

49
Forming your teams

• 46 students 6 already in a team
• 40 remaining students for 9 teams
• Drawing the topics