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QUT March, 2014
Laura BroadbentAlisa Cleary
Education Officers
Global Citizenship in theEarly Years…
What is the GLC?
Not-for-profit community based organisation.
Offers;
• a professional library
• access to the Global Education Network
• curriculum materials and support for time poor teachers
• the delivery of the Global Education Project in Queensland.
Global Connections
One of the tasks of the progressive educator, according to Paulo Freire, is to unveil opportunities for hope, no matter what the obstacles might be (1994:9).
A global citizen is one who:
• is aware of the wider world, shares a sense of community and has a sense of their own role as a world citizen;
• respects and values diversity;
• is willing to act to create a future where the rights of all people, social justice and sustainability are more secure;
• is willing to take responsibility for their actions.
The changing purposes of schooling
The Melbourne Declaration on Educational Goals for Young Australians 2008
Preamble continued
Global integration and international mobility have increased rapidly in the last decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship.
The Australian CurriculumP-10
• English, Mathematics, Science, History
• Geography, Languages, The Arts
• Health and Physical Education, Design and Technology, Economics/Business/Civics and Citizenship
Cross-Curriculum Priorities
– Aboriginal and Torres Strait Islander Histories and Cultures
– Asia and Australia’s Engagement with Asia
– Sustainability
General Capabilities
Expected Learning Outcomes in the Early Years Learning Framework (EYLF) for
Australia.
1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators.
Outcome 2: Children are connected with and contribute to their world
a) Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
b) Children respond to diversity with respect
c) Children become aware of fairness
d) Children become socially responsible and show respect for the environment
But how do I achieve this?
Global Education Project
Framework
The framework for global education outlines the values, knowledge, skills, and opportunities for action within five interconnectedlearning emphases and their encompassing spatial and temporaldimensions.
(Global Perspectives Framework page 5)
Sustainable Futures
Framework page 12
GeographyFoundation• The representation of the location of places and their features on
maps and a globe (ACHGK001)• The reasons why some places are special to people, and how
they can be looked after (ACHGK004)Year 1The natural, managed and constructed features of places, theirlocation, how they change and how they can be cared for (ACHGK005)Year 2Pose geographical questions about familiar and unfamiliar places (ACHGS013)
Every day, hundreds of washermen work in the open laundry in Mumbai, India. At night their wash slats become beds. Photo by Dirk Guinan for AusAID
1. Think about and list three questions you would like to asksomeone who lives in one of the homes.
2. Imagine two questions they might ask you about where youlive.
Identity and cultural diversity
Framework page 9
HistoryFoundation• Who the people in their family are, where they were born and
raised and how they are related to each other (ACHHK001)• The different structures of families and family groups today, and
what they have in common (ACHHK002)• How they, their family and friends commemorate past events
that are important to them (ACHHK003)Year 1Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)Year 2The impact of changing technology on people's lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)
As you watch the clip:
• list/draw the jobs that Lucy did to help her family.
• list/draw the jobs that Lucy's mother did to help her family.
With 2 colleagues create a Venn diagram to show the similarities and differences between jobs that your family does and Lucy’s family does.
Lucy’s Story
Social Justice and Human Rights
Framework page 10
Balloon Game
Imagine that you are travelling in a hot air balloon where each of the UN Rights of the Child is a weight on board. You are having trouble getting the balloon off the ground.
Activity
In your group discuss:•Which is the first weight (Right) to be discarded? •Continue until there is only one Right left.
•Which did you discard first? Why?•What Right did you keep on board the hot air balloon? Why?
1. All children have the right to what follows, no matter what their race, colour sex, language, religion, political or other opinion, or where they were born or who they were born to.
2. You have the special right to grow up and to develop physically and spiritually in a healthy and normal way, free and with dignity.
3. You have a right to a name and to be a member of a country.
4. You have a right to special care and protection and to good food, housing and medical services.
5. You have the right to special care if handicapped in any way.
6. You have the right to love and understanding, preferably from parents and family, but from the government where these cannot help.
7. You have the right to go to school for free, to play, and to have an equal chance to develop yourself and to learn to be responsible and useful.Your parents have special responsibilities for your education and guidance.
8. You have the right always to be among the first to get help.
9. You have the right to be protected against cruel acts or exploitation, e.g. you shall not be obliged to do work which hinders your development both physically and mentally.You should not work before a minimum age and never when that would hinder your health, and your moral and physical development.
10. You should be taught peace, understanding, tolerance and friendship among all people.
Ten Rights of the Child
Health and physical education
FoundationF.1 Identify personal strengthsF.4 Practise personal and social skills to interact with and include others
Years 1–22.1 Describe the strengths and achievements of themselves and others and identify how these contribute to personal identities
2.2 Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these
2.4 Describe ways to include others to make them feel like they belong
Role playEnabling children to enter the world of a story and to
imagine what it might feel like to be one of the characters.
• ‘ I’d like to ask ‘… developing questioning skills.
In groups children decide on questions they would like to ask one of the characters in the story. They put them to a child or a teacher, who takes a ‘hot seat’, playing the part of that character and answering the questions.
(Start with a Story - Supporting young children’s exploration of issues, Teachers in Development Education, DEC Birmingham, page 5)
Fair Skin Black Fella
http://www.creativespirits.info/aboriginalculture/people/aboriginal-identity-who-is-aboriginal#toc0
March Membership Madness – 25% Discount
Promotional code: MARCH14
The accompanying CD Rom
Strategies for responding to global issues in children’s literature
(Thinking Globally, page 19-21)
1. Three levels of questioning2. Challenging stereotypes3. Graffiti4. Think, pair, share5. Book reviewing6. Dramatising the story7. Story maps8. Drawing and labeling pictures9. Retelling a story10. Questioning characters in a book11. Speech bubbles12. Excursions or visitors13. Indigenous dreaming stories
Digital/Online Resources
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Contact Us
102 MacDonald Road
Windsor
Ph: 3857 6666 Fax: 3857 6655Email: [email protected]: www.glc.edu.au
Alisa
Karena
Laura
Nena
(teacher/librarian)
