Prague seminar 10/11 June 2010

Aims and expectations for the workshop sessions Sharing experiences Practical ways of measuring attitudinal change Embedding Global Citizenship (GDE) in schools Evaluating this process

Global Citizenship is about Social justice Sustainability Locally & globally Action for change

Global Citizenship: Key Concepts Interdependence Human rights Diversity Peace and conflict Sustainability

A Global Citizen is someone who… is aware of the wider world and has a sense of their own role as a world citizen respects and values diversity has an understanding of how the world works is outraged by social injustice participates in and contributes to the community at a range of levels from local to global is willing to act in order to make the world a more equitable and sustainable place takes responsibility for their actions Oxfam 1997 and 2006

Global Citizenship is… asking questions and developing critical thinking skills equipping young people with the knowledge, skills and values to participate acknowledging the complexity of global issues revealing the global as part of everyday life understanding how we relate to the environment and each other as human beings

Global Citizenship is not… too difficult for young children to understand mostly about other places and peoples telling people what to think and do providing simple solutions to complex issues an extra subject in a crowded curriculum about raising money for charity

Global Citizenship: across the curriculum and throughout the school English History Citizenship Science Art D&T Maths Music MFL RE Geography ICT PSHCE Whole School Ethos Pupils Teachers TAs Wider community Other staff Parents Governors PE

3 key messages which underpin Global Citizenship 1.Focus on similarities before differences 2.Challenge narrow and stereotypical views of people and places 3.Present a balanced view and compare like with like

His house is different, he has no electricity, hes in a hot place Hes not wearing shoes and his face is different, hes got different clothes to us Hes homeless and he has to sleep on the floor. Hes too poor to go to school He lives in Africa, he has no mum or dad Before embedding Global Citizenship across the curriculum and throughout the school ethos pupils focused on differences:

Hes absorbed, he likes playing, he likes and cares for his toys Hes happy, has a religion, were both human, were children He is busy, he has the same sort of clothes, likes flying kite He has the right to play Hes got a home, hes a member of a community Two years later, after Global Citizenship was embedded in their schools, pupils focused on similarities, as well as differences

Traditional home, Uganda

Traditional home, UK

Flats, UK

Flats, Uganda

Detached suburban home, UK

Detached suburban home, Uganda

Why is Global Citizenship important?

Pupils attitudes to global learning Ipsos MORI research with 1,955 pupils from 82 UK schools in 2008 Only 50% of pupils think its a good idea to have people of different backgrounds living in the same country together 19% have not discussed news stories from around the world at all at school Only 42% believe that what they do in their own lives affects people in other countries Our Global Future: DEA 2008

A 21 st century curriculum should prepare young people to recognise their roles and responsibilities as members of this global society. They need to be able to understand the global context of their local lives, examine their own values and attitudes in relation to the challenges they face and see how they might play an active role in responding to these challenges.

Measuring attitudinal change in Global Citizenship RISC (Reading International Solidarity Centre) Liz Allum Barbara Lowe Louise Robinson

One activity asks: What do pupils know about Africa? Their initial responses focus on the natural environment Natural environment 40% Built environment12% People & society18% Culture & history 5% Energy, transport & communications 4% Economic activity 8% Countries & features 13%

Built environment changes in the responses over 4 years 2004 houses, mud huts, schools, taps 2006 some huts made of hardened mud, shanty houses, buildings just Like here, flats, bricks And cement, skyscrapers, churches, mosques, offices 2008 houses made of mud in this area here (pointing to Sahara), small schools, football stadiums, towns, villages – lots of African people live in villages, cities, some parts of Africa are city, loads of shops train stations, hospitals, wells, water pumps, skyscrapers, big buildings, tall buildings, hotels, churches, mosques

Energy, transport and communication changes in the responses over 4 years 2004 No electricity, cars (crossed out), carrying bundles on their heads 2006 People putting pots of water or fruit on their heads, cars 2008 Cars, taxi, train track to the beach, bicycles, people walking, trams, planes, boats, ships, jeeps, tv

3 approaches in supporting schools as they integrate and embed Global Citizenship 1.Through cross-curricula work, e.g. using Christmas as an opportunity to deliver the key concepts of Global Citizenship 2.Through curriculum based work, e.g. in Art, through studying contemporary artists from the Majority World Through raising controversial issues, e.g. issues relating to charitable giving e.g. work on fair trade presents an alternative

Christmas is a British/European festival No, Christmas is a global festival celebrated around the world In Britain/Europe we all celebrate Christmas – its a holiday No, not everyone in Britain/Europe celebrates Christmas Christmas: an opportunity to challenge some assumptions

Christmas is an opportunity to explore the concepts of diversity sustainability fairness peace and justice

Global Citizenship Education at RISC