One World Centre educating for a just and sustainable world One World Centre educating for a just and sustainable world Sustainability

BalardongWhadjukBibbulmun South west Nathaniel Wyeth polyethylene terephthalate 13,000 carsrecycling using lots of power Bangladesh tropical cycloneGreenhouse gases Baligolf coursewater shortageholiday 36%E.colitoiletInfant mortality gorillaMobile phonetantalumGreenbushes MongoliaSolar energyNomadic herdersSri Lanka

Rockstrom, Sachs, Ohman & Schmit-Traub (2013) Sustainable Development & Planetary Boundaries.

Image: The Bridge Progressive Arts Initiative

NATURAL The conservation of living things, resources and support systems ECONOMIC Employment and income that is ongoing and fair SOCIAL Peace, equality and human rights, especially for the most vulnerable POLITICAL Access to decision-making and influence over your own life and place Interlocking pillars of Sustainability (UNESCO)

Enough for all forever by caring for self, place and others

Cross-curriculum priority: Sustainability Systems: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. World Views: World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability. Futures: The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.

Australian Curriculum: Geography Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.

Australian Curriculum: Geography Year 6 geographical knowledge and understanding: The various connections Australia has with other countries and how these connections change people and places (ACHGK035)(ACHGK035) researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia exploring the provision of Australian government or non- government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country

From AC Science year 1: Science as a human endeavour People use science in their daily lives, including when caring for their environment and living things From AC Science year 5: Science as a human endeavour Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives Scientific knowledge is used to inform personal and community decisions

What’s 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

The Election

From Theme Work: Approaches for Teaching with a Global Perspective. Development Education Centre RUMOUR CLINIC

The Danger of a Single Story Image Credit: Chris Boland

Image source and selection

food environment religion rituals clothing behaviour language CUSTOMS The Iceberg of Culture What you need to know and can actually see. What you need to know but is less visible. VALUES statutes attitudes social structure enculturation institutions government rules tradition mores organisation gender roles roles Underlying values make sense of the observable Source: Intercultural Communication, Asia Education Teacher’s Journal Vol 29 Number 4 Nov 2001 p33.

Contemporary / Traditional Everyday / Ceremonial Commonalities / Differences Within / Between 4 ways of thinking about culture

Cool Australia Cool Australia – sustainability lesson plans and resources for early childhood – Yr 10

What schools are doing Ashburton PS (Vic) - World-wise school Coolbinia PS (WA) tonne plan Riverside PS (Tas) - Fair-trade school Image credit: DIAC Images

What are your questions? Social These are questions about people, their relationships, their traditions, culture and the way they live. They include questions about how, for example, gender, race, disability, class and age affect social relations Economic These questions are about money, trading and ownership, buying and selling Who decides (political) These are questions about power, who makes choices and decides what is to happen; who benefits or loses as a result of these decisions; and at what cost Natural These are questions about the environment - the land, the sea, living things, and their relationship to each other. These questions are about the built as well as the natural environment The Development Compass Rose

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