Questions

What are the challenges we are facing today in this world?What is the need of teaching global education?What is the need to prepare global learners?Why to teach global issues to the students?What are the views of children and teachers about the challengesface by the world?Which global issues should be taught to the students?What strategies should a teacher use to address global issue?Is there any concept of global classroom in the world?What is the importance of embedding global issues in the curriculum?Which curriculum addresses the global issues in the world?What challenges a teacher may face in teaching global issues to the students?

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My Views

The world is constantly changing and demands us to prepare our future generations to become global learners.

Global education enhances our ability to countenance global situations by ensuring the future generations possess ample of global knowledge.

If the study of global issues and challenges are ignored, our students will be inadequately prepared to function in an increasingly interdependent and conflict-prone world.

Globally, classrooms must expose young minds to the world. Without appreciating pluralism, diversity, humanity locally and globally and without understanding the global issues, young people cannot develop the knowledge, skills, and attitudes mandatory to function as citizens of a global community (Rodriguez, 2004: 19).

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1

TEACHING THE GLOBAL DIMENSIONKey Principles and Effective Practice

Edited by David Hicks & Cathie Holden

Presented byMunir Moosa Sadruddin (Ph.D

Scholar)

Submitted to Dr. Syed Abdul Aziz

Institute of Education and Social Sciences, Hamdard University

BOOK REVIEW SLIDE 3

SLIDE 4

Basic Information about the Book

Title: Teaching the Global Dimension- Key Principles and EffectivePracticeEdited by: David Hicks & Cathie HoldenFirst Edition: 2007Third Edition: 2011Publisher Name: Routledge, Taylor & Francis Group, New YorkISBN Number: 978-0-415-40449-5Number of Pages: 212

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Division of Chapters

Part 1 – The global dimension1. Responding to the world – David Hicks2. Principles and precedents – David Hicks3. Young people’s concerns – Cathie Holden4. Student teachers’ views – Cathie Holden5. Controversial issues – Cathie HoldenPart 2 – Key concepts6. Conflict resolution – Lynn Davies7. Social justice – Ange Grunsell8. Values and perceptions – Robin Richardson9. Sustainable development – Ros Wade10. Interdependence – Teresa Garlake11. Human rights – Margot Brown12. Diversity – Hilary Claire13. Global citizenship – Julia TannerPart 3 – The global classroom14. The Wider World in the Primary School – Fran Martin15. Global Citizenship in the Secondary School – Harriet Marshall

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Why Edited Book?Insights of Veterans

All Chapters are the insights of veteran

educationalists and teaching practitioners who

are teaching global education since many

years.

The writers have elaborated each concept and

the nature of good practice in their respective

chapters.

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About the Editors1.David Hicks is a Professor in the School of Education at 2.Bath Spa University. 3.Internationally recognized for his work on the need for a global and futures dimension in the curriculum4.Published widely in the fields of futures education, global education, geographical education and citizenship education5.Most recent books are Lessons for the Future: the missing dimension in education I and Citizenship for the Future: a practical classroom guide.

1.Cathie Holden is an Associate Professor in Education at the University of Exeter 2.Co-ordinates PGCE primary humanities & secondary citizenship programmes. She trains newly qualified teachers of citizenship.3.Currently researching children’s understanding of key local and global issues and the implications of this for the classroom. 4.Her books include: Children as Citizens: Education for Participation and Education for Citizenship.

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About other AuthorsMargot Brown National Coordinator for the Centre for Global Education at York St John

University Trained and worked for Oxfam Education Team and focused on global

issues Area of focus: human rights educationHilary Claire Author of several books and articles on equality, teaching history and

citizenship Vast experience in working with children as an advisory teacher in race

and gender equalityLynn Davies Professor and Director of the Centre for International Education and

Research at the University of Birmingham Conducted major researches on conflict and education Area of focus: democracy, citizenship, gender and human rights

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Teresa GarlakeWorking as a Primary school teacher and writer in OxfordWorked for Oxfam and Save the ChildrenSpecialized in Geography and Citizenship educationWorking closely with schools to develop materials for global education

Ange GrunsellConsultant in Global Citizenship EducationWriter and tutor on the Sustainability programme at London South Bank UniversityTaught global issues at primary and secondary levelsWas the head of Oxfam Development Education Programme

Harriet MarshallDoctoral thesis on Global Education from University of CambridgeLecturer in International Education at the Centre for the Study of Education in an International Context at Bath UniversityWritten articles on many global issues

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Fran Martin Senior Lecturer in the School of Education at Exeter University Research areas: environmental education with an emphasis on

global dimension Teachers’ trainer on sustainable development education

Robin Richardson Director at the Insted Consultancy. Previously worked as an adviser

for multicultural education at Berkshire Written many books on global issues such as on racial

discrimination, bullying, Islamophobia

Julia Tanner Head of Continuing Professional Development and Educational

Enterprise in the Faculty of Education, Community and Leisure at Liverpool John Moores University

Previously a classroom teacher and educator and taught global education

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Ros Wade Co-director of the first Education for Sustainability

programme in the UK Researches in the field of education for

sustainability and global citizenship Wrote many articles on several global issues

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Over View The book “Teaching the Global Dimension- Key

Principles and Effective Practice” covers theory and practice of ‘global education’ comprehensively and explores the key concepts that underpin the understanding of local-global interdependence.

Provides a framework for understanding global issues and deeply looks into the interest of young children concern for the world and the future.

The challenges of including global issues in the classroom and teaching the global dimension are also incorporated in this book.

Many concrete examples of practice from different schools are included beside the inclusion of strategies for handling controversial global issues with students in the classroom.

Each chapter introduces the concept of teaching the global dimension, and then address the key concepts.

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Section 1, the global dimension: need of issue based education, educational framework for understanding global concerns and its historical perspectives are highlighted.

Section 2, key concepts : include human rights, citizenship, conflict, social justice, values and perceptions, sustainability, interdependence and diversity. A conceptual framework for teaching and developing global dimension across the curriculum is also presented

Section 3, the global classroom : highlights the practices of issue based education. Examples are also used to explain how global dimension (global issues) can be developed in the curriculum for schools

Division of the Book

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Beneficiaries Teachers Heads Policy makers Trainee teachers Educators Every one who is interested in Global Education

Positive Point Short FallsConsistency in all the Chapters Understanding the Issue Action for Change Good Practice

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Written in context of UKExamples and Case studies are from UK and few other European Countries

CHAPTER 1

Responding to the World David Hicks.

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Main Points

Highlights the historical interest and movements of teachers in supporting the young minds to understand global issues through global education.

Draws the attention of teachers towards the need of teaching global issues to the children.

Covered different sketches and snapshots of issue based education. Seven Sketches: Issue-based educations, global education, development education, education for sustainable development, peace education, race and education and futures education are briefly defined.

Briefly pinned the race education and issues related to cultural diversity

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Global education has been defined as “education which promotes the knowledge, attitudes and skills relevant to living responsibly in a multicultural, interdependent world” (Fisher and Hicks 1985: 8).

Global issues are those issues which exist in all domains of our lives. These issues include human rights, violence, discrimination, etc. There are five thematic areas of global issues (Lomborg, 2004; Rischard, 2002). Global Economy, Human Development, Environment and Natural Resources, Peace and Security, Global Governance.

Definitions of the Key terms

SLIDE 18

The writer quoted “Every classroom investigation of an issue must look not only at the nature of the problem but also at the range of possible solutions”(p.4). I agree with the writer as in today’s world, we hardly find the scope of book learning, rather the need of time is to read, analyze, find solutions and share it with others to find the best possible solutions for the problems. The profession of teaching demand from teachers to teach different approaches to the students to confront global challenges. We, the teachers, often focus on Subject Based Learning rather Problem Based Learning. Problem-based Learning is part of the shift from the teaching paradigm to the learning paradigm (Barr and Tagg, 1995).

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The writer believes that the local and global impact of global issues is interrelated to each other. I agree with the views of author because most of the global issues are similar in context. For suppose, if the local issue of America is to tackle the issue of global warming, the similar issue is of interest for the rest of the world as well. This local global interaction is associated with each other and help to find more practical solutions. According to Goldberg (1997), in an interdependent world, problems such as human rights violation, environmental degradation, air and water borne diseases, and terrorism do not respect national borders. So, to solve local problems, it is necessary to organize a global class that could learn to solve real-world issues.

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The writer considers role of education as central which helps in creating citizens who can think and act locally as well as globally. Education should also prepare children to think positive. The concepts should be cleared rather increasing the misconceptions and complexities. Take an example of the American curriculum. The seventh-grade Prentice Hall volume (as cited in Sewall, 2008) introduces several misconceptions about Muslims. For suppose, the topic of Hijab, the Islamic veiling of women is linked with past and present in the following words:

 PAST: The teachings of Muhammad state that women’s garments should not attract attention. The female Muslim custom of Hijab—wearing garments that cover the head and body—was followed only by upper class women during the first few hundred years of Islam.

PRESENT: Hijab today ranges from colorful scarves to black robes. Some women wear Hijab, and some do not. Many wear Hijab to follow Muslim tradition. Others think it allows them to be judged for themselves and not their bodies. Why do you think only upper-class women wore Hijab in the early centuries of Islam?

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The preceding paragraphs contain vast misinformation in a few words. There is no subject, no connection between past and present. It does not begin to examine the emotional or psychological dimensions of the veil or, for that matter, why the veil is of abiding interest in the West.

Concluding Remarks Overall, the chapter is very thought provoking

and covers all the basic concepts of global education.

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CHAPTER 2

Principles and precedentsDavid Hicks

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Main Points Explores the evolution of global education The model of global education and three curriculum initiatives,

related to global dimension are touched upon by the writer which include

1. “The World Studies Project” (WSP) was initiated by Robin Richardson under the One World Trust, an educational charity, in 1973 (Richardson, 1976a); The second project highlighted by the writer is World Studies 8-13. This project was the continuation of the WSP; The four dimensional model of global education of Selby and Pike (1988)

Oxfam contribution in developing a comprehensive curriculum of global citizenship based on ASK is appreciated

The core elements of global dimensions such as issues dimension, spatial dimension, temporal dimension, process dimension are briefly defined

Finally the four scenario, uncritical, critical (self), critical (society) and critical (holistic) of global education are defined.

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Lynch (1989) advocated global education like globalisation changed and evolved as society changed. From historical perspective, global or ‘international’ education focused in 1920s on International Relations and Comparative Studies, 1940s World Affairs, 1950s Area Studies, Race Relations and Ethnic Studies, 1960s Peace and Conflict Studies, Human Rights Education, International Studies, Intercultural Studies and Open Classrooms, 1970s Multicultural Education and Environmental Education, 1980s Global Education and World Studies and beginning of 21st century Global Education emphasizing broader ‘globalisation’ concept. Thus, the global education is still evolving with new initiatives.

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The domain of Knowledge, Attitudes and Skills

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The four dimensional model of global education of Selby and Pike (1988) is highlighted by the writer: the spatial dimension; the temporal dimension; the issues dimension; the human potential dimension

According to the writer, these four dimensions are very crucial to promote global dimension in curriculum; unfortunately, the writer failed to define these dimensions clearly, rather a very complex brief definitions are provided.

Majority of the frameworks presented in this book, is in context of UK and the case studies are mostly extracted from UK. This makes an amateur reader/ teacher of other countries hard to understand the issue in their context.

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Concluding Remarks Overall, the chapter is significant in

contributing the knowledge about global education but the chapter would appeal more readers if the concepts were elucidated through examples and if it was sequentially arranged.

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CHAPTER 3

Young People’s ConcernsCathie Holden

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Main Points Shares the concerns of young people for the

local and global community through the lens of research. The research showed that many young children today are much concerned about issues.

A survey results are also included in the chapter, which took place in 1994 as well as in 2004 to find out hopes and fears for their personal future, the future of the local area and of the world.

Includes the research on the hopes and fears of secondary level children.

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According to the writer, Many literatures also support the concern of children for the future. Children in western countries are aware of a wide range of local and global issues; however, there were limited researches conducted, so far in Asian countries to know the understanding level and level of interest among Asian children to understand global and local issues.

A study of primary aged children in the UK by Hicks and Holden (1995) showed that their main global concerns related to issues of: war and peace, pollution of the environment, food and poverty, and relationships between countries. Awareness that the future can hold both threat and promise begins in the early years and continues into adulthood.

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The children of 12 different primary schools (425 children as sample) were asked to write freely on the provided topic. Most of the children had aspirations to have a good job and good relationships. Their fears were related to failure in relationships, being a victim and ill health. Compared with 1994, their hopes and fears were almost similar. The issues of crime, violence, racism, poverty, homelessness, better transport were also of concern for children.

At secondary level, a high proportion of Swedish teenagers were found to take a pessimistic view of the global future, especially in relation to the environment and warfare (Oscarsson, 1996). Australian teenagers reported considerable concern about wealth and poverty, war and peace, technological change and environmental damage (Hutchinson, 1996).

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Overall, the researches can be summarized in the following words: secondary level children have an understanding about the local and global issues, however, the level of optimism/ pessimism changes as they grew older. It also depends on the level of awareness among the children of different countries.

The essence drawn from the research is to teach children about global issues at an early age, as children are more optimistic to take actions for solving global issues.

Concluding RemarksThe chapter has a very limited scope as it is only concern

with the research conducted in Australia, UK and in other western countries. However, the chapter provides an insightful treat for the educators and teachers to understand young minds of western countries.

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CHAPTER 4

Students’ teachers’ view Cathie Holden

SLIDE 34

Main Points This chapter focuses on the perceptions,

concerns and feelings of teachers about global curriculum

Student teachers’ view in particular about global issues teaching are explored, based on a research project, conducted in England

SLIDE 35

The purpose of the study (Research Project in England) was to find out the knowledge level of trainee teachers and their feelings about various global issues; factors which influence their global knowledge and understanding; prior experience of global issues/matters trainees arrive with; and level of motivation

They appear to know most about the reasons for war and famine and least about the reasons for economic problems in the third world and for human rights abuses. The study revealed that students are being taught about environmental matters in the UK whereas reasons for war are not being taught. The findings indicate that the students’ perceived levels of knowledge vary according to the age and education level. Secondary trainees are the most confident in their knowledge of both the reasons for war and environmental problems.

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Concluding Remarks Over all, the chapter has a very limited scope

as it only covers research which took place in England, which may not provide ample of data to understand, whether there is a same level of interest among all the internee teachers around the world or not.

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CHAPTER 5

Teaching Controversial IssuesCathie Holden

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Main Points Mainly focus on the importance of teaching

controversial issues and methods to be used in classroom to discuss main (controversial) issues

Included a brief account on a positive role of teaching controversial issues. These issues could be of local or global nature.

Suggested few strategies to teach controversial issues to students.

SLIDE 39

According to the writer, by teaching controversial issues to the children, we can develop critical thinking skills, communication skills and provide children a platform to listen to multiple perspectives. Healthy discussions are often generated and better solutions can be concluded through open ended debate. I partially agree with the writer, as sometimes, the controversial issues are so sensitive in particular country setting, that it is not possible to discuss those issues with children. Sometimes, the open ended debate raise more issues than solving those. For example, the issue of blaming Muslims for the act of terrorism is insignificant as it may hurt the sentiments of Muslims to blame them. Similarly, teaching about the events and aftermath of 9/11 can be challenging for a number of reasons. Research carried out for the 9/11 London Project has shown that both teachers and students have varying degrees of knowledge about 9/11, with some blaming Muslims for the attacks. (Adapted from http://www.911educationprogramme.co.uk)

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Teacher, according to the writer, plays a central role in promoting healthy discussions about controversial issues in classroom. Teacher can play a role of mediator. Teacher can either express his/her views or not. Teachers can use many strategies in the classroom to promote controversial issues. If the teachers want to teach controversial topics, the appropriate way, I suggest, is to use activities that enables young people to learn to make reasoned judgments, respect the opinions of others, avoid participating in arguments and debates on sensitive issues, and resolve conflicts. Furthermore, teachers training play a central role in preparing global teachers to discuss such issues with children.

 

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The writer is in view that teachers use combination of approaches (stated commitment, balanced approach, neutral chair) to discuss controversial issues. These terms are not clearly explained by the writer, which make these terms complicated for the teachers’ to understand. I believe that controversial issues must be integrated in the social studies curriculum so that teachers and students would eventually work on sharing their ideas with more neutral approach. Further more, those controversies which are primarily religious in nature are especially unsuitable for classes.

Concluding Remarks The chapter somehow, failed to grab the attention of the readers as the pros

and cons of teaching controversial issues, relevant examples, case studies/ researches about teaching controversial issues are not included. Moreover, the writer has provided limited strategies to educate students about controversial issues. Although the topic is very interesting, yet there is a lot of scope to improve the chapter.

 

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CHAPTER 6

Conflict ResolutionLynn Davies

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Main Points Describes conflict and its relation in personal, global and

institutional settings. Explored the area of conflict and believed that sustainable

peace at local, national and international levels can bring positive change and resolve conflicts.

-------------------------------------------------------------------- The writer has highlighted the concept of positive

conflict and negative conflict. Dialogues, arguments, information exchange, are few of the examples, mentioned for positive conflict. The writer has narrowed the scope of conflict by limiting the boundary of conflict with a tag of positive. Koch and Miller (1987) pay attention to the fact that the conflict is not positive or negative by itself; it is the way of managing conflicts that make it either constructive or destructive (Cornelius & Faire, 1993).

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*The writer wrote that one cannot model active citizenship if teachers and heads are not prepared to lead the way and show that agency works.

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Concluding Remarks The world is under minor to major conflicts.

Teaching children about conflict resolution may help them to solve their day to day issues without any problem. If the necessary tools to manage feelings of aggression, frustration, and violence were included then the chapter would have gained more attention.

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CHAPTER 7

Social JusticeAnge Grunsell

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Main Points Writes about ‘Social Justice’ by nominating

four examples of good practice: Oxfam’s ‘Change the world in eight steps’; the Philosophy for Children Project; The Get Global project; and the film, The Eye of the Storm and the Coffee Chain Game, an additional Oxfam resource.

Targeted millennium development goals and Oxfam’s contribution in promoting social justice.

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According to the writer, education for social justice requires the development and practice of the ethics of inclusion and fairness in the classroom and wider society. Role plays and simulation games can be useful resources to explore trade rules and realities and to illustrate how globalization operates (p.84). In my view, such topics should be taught to the students from the early years through the concept of sharing and caring, so that gradually, we can build their foundation to closely grip the topic. The suggested activities would be easier to understand by the higher classes’ students, however, for lower classes, other alternatives should be used.

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Short fallOxfam’s ‘Change the world in eight steps’ posters and activities

are not included in the book, however, brief introduction about millennium goals are provided.

Coffee chain game, produced by Oxfam UK shows the contrast between farmers who sell their coffee on the open market, and those able to sell their coffee to Fair Trade buyers. This is a role-playing game that allows students aged 13 and above to understand how coffee is grown and produced, and explore why the growers receive so little. Coffee Chain Game, another Oxfam resource is very resourceful; yet, no teaching strategies are provided in the book to teach such concepts to the students. Also, the teachers may find difficult to understand coffee chain game because of the use of complex structures.

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The excellent set of posters from Oxfam (not included in the book) introduces the eight United Nations Millennium Development Goals to pupils aged 7 to 14. Issues covered in the pack include: trade, aid, and debt; education; environment; HIV/AIDS; poverty and hunger; and gender. Each A2 poster has a colour photograph on one side, and several activities on the back. The activities focus on issues related to world poverty and how it can be overcome. Many of the activities include real-life stories from places such as Kenya and Pakistan.

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Concluding Remarks Though the topic is very interesting, yet many

elements are missing in the chapter like challenges to teach social justice; how to teach social justice to the students in different settings beside those four activities and what effective strategies a teacher may use to teach social justice to the students?

Overall, the main theme of the chapter is covered. The chapter could have been much better if additional activities and case studies were included.

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CHAPTER 8

Values and PerceptionsRobin Richardson

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Main Points The main theme of this chapter is difference of

perceptions, racism and value system. The writer shared about the race equality issues in the

UK educational institutions. Beside general views, three discussions of classroom activities, focusing on teaching about media, cultural identities, racism and prejudice are included.

The account of open and closed perceptions of self and other is abstracted in the chapter. Several teaching strategies are also included.

An activity is also included which provide pupils with snippets of news. This activity is based on teamwork, where students can put the news in sequence after confirming its reliability.

SLIDE 54

The writer explained that it is challenging for teachers to help their learners to understand and to live with differences of perception and value system. I recommend the readers to read the course books of University of Central Asia about the Perceptions and Identity. The books are extremely informative and cover wide range of activities and stories that tell us about perceptions.

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Several examples are quoted, how racism attacks are commonly practiced in the world. One beautiful example is quoted on page 102, where Ahmed remarked “They attacked me for being an Arab, but I am an Arab because my father is an Arab, and I love my father. Do they think I should stop loving my father? I couldn’t do that, ever.” This glimpse gives us an idea, how important it is to teach children about non discrimination from their early childhood.

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Concluding Remarks Overall, the chapter has covered the area of

values and perceptions, beside issues of race equality in the UK educational institutions and appropriate activities are integrated to teach such complex topics to the children effectively.

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CHAPTER 9

Sustainable DevelopmentRos Wade

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Main Points Focusing on the global agenda of sustainable

development, role of education and teachers in promoting sustainable practices.

Importance of education for sustainable development.

A brief introduction of Global Footprints Project and World Wide Fund for Nature’s Development Framework

The concept of climate change is also briefly covered in the chapter.

Highlighted the role of Non-governmental organizations (NGOs) in promoting sustainable development in UK.

SLIDE 59

The writer has suggested that teachers can use (Hicks, 2001) timeline to teach about probable futures, however, I found this activity very complicated and not feasible for the students to make them understand the issue of sustainable development at primary level. Let’s take an example of Earth Summit.

What: The UN Conference on Environment and Development or the Earth Summit

Where: Rio de Janeiro When: 1992 Detail: Accepted Agenda 21 and the Rio Declaration, which

outlined key policies for achieving sustainable development that meets the needs of the poor and

recognizes the limits of development to meet global needs. (adapted from http://www.un.org/geninfo/bp/enviro.html)

The other activities, such as books and films are appropriate to teach about sustainable development. Beside those projects such as recycling, interactive quiz, etc can be organized.

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Concluding Remarks Overall, the chapter is complex as many of

the areas of sustainable development and teaching strategies are not included in the chapter. Also, since the chapter was written in context of UK, the challenges of sustainable development in other parts of the world is hardly touched.

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CHAPTER 10

InterdependenceTeresa Garlake

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Main Points The global connection of the world through

technologies and the concept of globalization in relation with trade are highlighted

Several activities are also integrated to clear the concept of globalization. The first three activities explores children’s personal connections to other communities and the world, while the rest two activities look at the role of information and communication technologies in the process of globalization.

Included several activities to explore the concept of interdependence and nature of globalization.

Role of ICT

SLIDE 63

The writer quoted “Many people in the world are protesting globalization and consider it as a sole reason for promoting inequalities and marginalization” (p.115). The writer has not mentioned the context for writing about inequalities and marginalization. The globalization has more positive effects than negative.

I partially agree with the writer as the things are not as same as it was earlier. The discussion of globalization before the First World War appears to be a collection of myths and realities. Undoubtedly, international production and financial activities were evolving rapidly. But their development was very uneven both geographically and by sector. A global capitalist system is taking shape, drawing almost all regions of the world into arrangements of open trade and harmonized institutions. As in the 19th century, this new round of globalization promises to lead to economic convergence for the countries that join the system (Sachs &Warner, 1995: 61).

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Effects of globalization on respondent and family

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The role of ICT in changing people’s lives is skillfully explained through global activities. The best example is of providing loans to women in Bangladesh to buy and sell cellphones to raise their standard of living.

Concluding RemarksOverall, the chapter is informative and relevant to the

context, however, the interrelation of few of the concepts should be cleared to make teacher understand the concept of interdependence more clearly. Also, the chapter could have been much better if the activities for the younger classes were included.

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CHAPTER 11

Human RightsMargot Brown

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Main Points Brief historical account of human rights is

portrayed. The importance of integrating human right

education in the course is emphasized since there are many misconceptions about rights in the mind of children

Highlights the significance of implementing article no 12 of Children Rights (1989) in UK schools, where young children should be provided with a platform to participate in making decisions.

The writer is in view to promote human right education

SLIDE 68

In views of the writer, activities such as planning the elections help in making decision. Such productive activity is important to develop confidence among the students. But in context of Asian country, particularly Pakistan, the concept of election in higher institutions sometimes raise the chances of violation. Therefore, violence free planning for election should be taught to the students from school level with positive thinking so that in the future, they take this activity as for developing decision making skills, rather violence.

SLIDE 69

The role of media in advocating human right is criticized by the writer. The writer quoted, “uncritical acceptance of such unbalanced news creates negative stereotypes and inaccurate perceptions” (p.130).

I view media as a crucial player in highlighting issues, which are back of the stage.

Media is play a salutary role in creating larger awareness of the concept of human rights

Although some media channels are creating buzz by showing unbalanced or biased news, but the educated individuals must try to figure out the authenticity of the news before making any conclusions.

Today, in Asia, even an illiterate woman is raising her voice because media has provided a good platform in promoting and advocating human rights. Media can inform and educate the people of their rights and suggest ways and means by which they can solve their problems and thus empowering them to protect their rights.

SLIDE 70

Human rights education (Adapted from http://www.eycb.coe.int/compasito/chapter_2/1_int.html)

 We must teach children to critically review media coverage from a human right perspective.

An interesting activity is also highlighted in the issue, where the viewer’s expectations and the way they read images and language is portrayed. There was a project run in Morocco and England to raise awareness of links between stereotypes and expectations.

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Concluding Remarks

Overall, the chapter is informative, thought provoking and adds a spark to motivate teachers to teach such topics to the students. This is one of the model chapters of the book, which cover all important aspects of teaching human rights through schools and media.

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CHAPTER 12

DiversityHilary Claire

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Main Points The issue of identity and racial discrimination

is highlighted. Racism has existed throughout human history

Focused on term Islamophobia The writer emphasized, how important it is to

teach children about tolerance and respect in the early years.

Teach about different cultures and religious festives

The writer has also touched upon the area of cultural racism

SLIDE 74

The writer has focused a very common term used in London, Islamophobia and wrote “Islamophobia means fear and hatred of Islam. It is a particular form of racism which has arisen in the context of international terrorism and the anti western stance of some fundamentalist groups. To fear and hate Islam, all Muslims are a bit like fearing and hating Christianity” (p.140).

The writer emphasized, how important it is to teach children about tolerance and respect in the early years.

Religious education, as writer quoted, “rather than concentrating on just one festival schools are looking for symbolic ways… you can’t do Divali in two sessions but that Divali would become part of a larger exploration of the importance of light for our lives, whatever our faith or secular heritage” (p.146).

Religious education is a sensitive topic, yet a crucial one to teach students. When religious education is correctly understood, it becomes clear that it is the reverse of indoctrination. What it does is to demonstrate that there is more than one perspective on reality. It enlarges, rather than diminishes, freedom” (Hay, 1990: 15).

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CHAPTER 13

Global Citizenship Julia Tanner.

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Main Points This chapter advocates positive views about citizenship.

It is considered as one of the most important areas to prepare the future generation to respond to the challenges of 21st century.

Examples on how to act locally while thinking globally and how it is embedded in effective education for global citizenship

Examples are also provided which illustrate the development of these key elements of effective global citizenship work in schools.

The writer has included a summary of Crick Report, Education for Citizenship and the Teaching of Democracy in Schools (1998). He suggested that all the children must have political literacy to become an informed citizen.

SLIDE 77

The author has also included few examples on how to act locally while thinking globally and how it is embedded in effective education for global citizenship.

He suggested that all the children must have political literacy to become an informed citizen. He also highlighted the role of community involvement and importance of social and moral responsibility to understand others. The example of Fair Trade Schools Project is also included which aimed to incorporate fair trade in curriculum. It is a very complicated project as the way, the writer has projected it, is a bit confusing.

 

SLIDE 78

The concept of school linking is briefly outlined. The writer is in view that by linking schools, we can bring global dimension to teaching but it all depends on the mutual consent else best practices cannot be achieved.

Concluding RemarksThe chapter would have been more appealing to

the readers if the challenges and global issues face by global citizens were included. Overall, the chapter is very stimulating and most certainly motivating

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CHAPTER 14

The wider world in the primary schoolFran Martin

SLIDE 80

Main Points In this chapter, several key issues are

highlighted which arise when we teach primary school about the wider world. Several examples of good classroom practice and useful educational references are also included.

The writer is in view that by linking schools together, we can embed a global dimension in the activities of the school.

Information about some of the useful resources is also included at the end of the chapter.

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CHAPTER 15

Global Citizenship in the Secondary SchoolHarriet Marshall.

SLIDE 82

Main Points The chapter explores strategies though which

we can introduce global citizenship in the secondary curriculum. Some of the dimensions of good global citizenship practice are highlighted.

The writer has also suggested some of the ways in which teachers can draw upon outside resources and advise to ensure good practice

Several global activities are highlighted which can be used by schools. Several case studies are also integrated to understand this issue more clearly.

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Conclusion: All in all, this book is a valuable resource material for all the teachers, who are willing to teach global dimension to the students. This book sets a model example of including global dimension to the curriculum. There is a need of time to include global dimension to the curriculum of Asian countries as well, so that the young minds can act globally to face challenges with confidence.

This book helped to answer few of my questions but above all, helped me to learn about TEACHING GLOBAL DIMENSION

SLIDE 84

THANK YOU

Questions related to the book are welcomed

For general and debatable questions, kindly email munirmoosa@yahoo.com or log on to my website www.visionpakistan.webs.com or www.ijhe.webs.com