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One World Centre educating for a just and sustainable
worldGlobal Perspectives in Early Childhood Education
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One World CentreEducating for a just and sustainable
world.Implements Australian Governments Global Education Program in
WAProvide professional development for teachers and student
teachers. Library resources on global development issues for
teacher use.
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Aims of the lecture & workshopsTo introduce the concept of
Global EducationTo examine the relevance of Global Education in
Early Childhood EducationTo experience learning activities that
explore global education themes.To show a variety of One World
Centre resources available to teachers and student teachers
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The Lolly GameThe Lolly GameImage Credit: Sonwill
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the lines didn't represent coasts or rivers or political
borders, but real human relationships It's not just a pretty
picture, it's a reaffirmation of the impact we have in connecting
people, even across oceans and borders...
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www.happyplanetindex.org
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Whats Global Education?Enabling young people to participate in a
better shared future for all is at the heart of global education.
Global education promotes open-mindedness leading to new thinking
about the world and a predisposition to take action for change.
Students learn to take responsibility for their actions, respect
and value diversity, and see themselves as global citizens who can
contribute to a more peaceful, just and sustainable world
Global Perspectives: A framework for global education in
Australian Schools Commonwealth of Australia, 2008
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Appropriate for the early years?Many early childhood educators
exclude social justice issues from their teaching because:Feel the
concepts are developmentally inappropriate;Want to protect
childrens innocence;Think children are indifferent to social,
economic and political events.
Kelly & Brooks (2009), Robinson and Jones Diaz (2009)
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Perspectives: Ruane & Kavanagh et al (2010) Children are
capable of seeing anothers perspectivePoverty: Ramsey (1990, 2008)
Children could categorise pictures of people according to perceived
affluenceFairness: Theimer (2001), Ramsey (1991) Children believe
certain situations are unfairActive citizenship: Ramsey (2008)
Children as young as 4 can engage in social activism.
Ruane & Kavanagh et al (2010) Young Childrens Engagement
with Issues of Global Justice
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The World Beyond Mine
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Tesss global connections
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Global parallels to classroom experiencesName calling, exclusion
(prejudice)Sharing, working together (interdependence)Arguments
over materials (resource distribution)Protests that the rules are
unfair (human rights)Use of consumable materials
(sustainability)
Fountain, Susan. 1990. Learning Together: Global Education 4-7
pp3,-4
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Goal 2: All young Australians become successful learners,
confident and creative individuals, and informed citizens2008
Melbourne Declaration on Educational Goals for Young
Australians.
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Active and informed citizens:
are committed to national values of democracy, equity and
justice, and participate in Australias civic lifeare able to relate
to and communicate across cultureswork for the common good, in
particular sustaining and improving natural and social
environmentsare responsible global and local citizens.act with
moral and ethical integrity
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Early Years Learning FrameworkLearning OutcomesChildren have a
strong sense of identitysense of agency, interact with care,
empathy and respect.Children are connected with and contribute to
their world.Understanding of rights and responsibilities, respond
to diversity with respect, become aware of fairness, become
socially responsibleHygiene education. CambodiaImage Credit: Cathy
Reid, Australian Aid
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AC: 3 Cross curriculum prioritiesSustainability: - environmental
social politicalAboriginal and Torres Strait Islander Histories and
CulturesAsia and Australias Engagement with Asia
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AC: General CapabilitiesCritical and creative thinkingPersonal
and social capabilityEthical understandingIntercultural
understanding
Context for literacy, numeracy, ICT capability
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Knowledge and UnderstandingFPersonal and family
histories1Present and past family life2The past in the
present3Community and remembranceSkillsAsking relevant
questionsAnalyse and interpret sourcesRespect and explain different
perspectives
Australian Curriculum: HistoryMother and child, East Timor.Image
Credit: J Vas, Australian Aid
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Geography
F: The reasons why some places are special to people, and how
they can be looked after(ACHGK004)
Yr 1: The weather and seasons of places and the ways in which
different cultural groups, including Aboriginal and Torres Strait
Islander Peoples, describe them(ACHGK006)
Yr 2: The connections of people in Australia to other places in
Australia, the countries of the Asiaregion, and across the
world(ACHGK012)
Yr 3 Skills: Reflect on their learning to propose individual
action in response to a contemporary geographical challenge and
identify the expected effects of the proposal(ACHGS025)
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Civics and CitizenshipYr 3 Knowledge & UnderstandingsWhy
people participate within communities and how students can actively
participate and contribute(ACHCK003)
SkillsInteract with others with respect, share views and
recognise there are different points of view(ACHCS007)Work in
groups to identify issues, possible solutions and a plan for action
(ACHCS008)
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http://www.globaleducation.edu.au/
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www.facebook.com/oneworldcentre
www.twitter.com/oneworldcentre
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Learn MoreOWC Student Days 2013 4th July3rd October
Free whole day PD event for pre-service teachers, including OWC
membershipEmail [email protected] to register your
interest
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Contact us at:
5 King William StBayswater 6053Ph: (08) 9371 9133
[email protected]@oneworldcentre.org.au
Tues, Wed, Thurs 9am 5pm,
*http://www.facebook.com/notes/facebook-engineering/visualizing-friendships/469716398919******
