1. One World Centre educating for a just and sustainable world One World Centre educating for a just and sustainable world

2. Photo credits: Australian Aid and One World Centre Interconnections game

3. 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

4. Goal 2: All young Australians become successful learners, confident and creative individuals, and informed citizens 2008 Melbourne Declaration on Educational Goals for Young Australians. Melbourne Declaration on Educational Goals for Young Australians

5. Active and informed citizens: are committed to national values of democracy, equity and justice, and participate in Australia’s civic life are able to relate to and communicate across cultures work for the common good, in particular sustaining and improving natural and social environments are responsible global and local citizens. act with moral and ethical integrity

6. 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.

7. AC History year 10: The Modern World and Australia Rights and freedoms - investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. The globalising world - investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. (eg. Migration experiences)

9. AC Geography Year 10: Geographies of Human Well-being The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places The issues affecting the development of places and their impact on human well-being

10. The Lolly Game Image Credit: Sonwill

11. www.happyplanetindex.org

12. Gapminder – Unveiling the beauty of statistics to create a fact-based world view. www.gapminder.org

13. From the rationale of AC: History: The study of history is based on evidence derived from remains of the past. It is interpretive by nature, promotes debate and encourages thinking about human values, including present and future challenges.

14. From the rationale of AC: History: The process of inquiry develops transferable skills such as: the ability to ask relevant questions critically analyse and interpret sources consider context respect and explain different perspectives

15. AC History year 10: The Modern World and Australia Rights and freedoms - investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. The globalising world - investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. (eg. Migration experiences)

16. History teaching for the common good Historical discipline, for the purpose of giving students the tools for contributing in a participatory democracy The role of primary sources in giving voice to the voiceless, uncovering stories that otherwise may not have been told Critical reading of actual documents – preparing for active citizenship Defending arguments leading to informed contribution Empathy – involving evidence, decision making, understanding perspective, more than imagining A moral response – an impact on current behaviour

17. Helpful references: Barton, K & Levstik, L (2004) Teaching History for the Common Good. New Jersey: LEA Gradwell, J, (2010) Using sources to teach history for the common good: A case of one teacher’s purpose. The Journal of Social Studies Research, 34(1), 59- 76 Hoepper, B., Hennessey, J., Brown, P., Henderson, D., Mills, M. & Walton, O. (2005) Global Voices: Historical inquiries for the 21 st Century. Milton, Queensland: John Wiley & Sons

19. www.rwandanstories.org

20. http://kiberavoicesofpeace.com

21. The Danger of a Single Story – Chimimanda Adiche Image Credit: Chris Boland

23. http://www.globaleducation.edu.au/

24. http://www.scoop.it/u/selena-prior#curatedTopicsTabSelected

25. www.oneworldcentre.org.au

26. Learn More OWC Student Days 2014 3 rd July Free whole day PD event for pre-service teachers, including OWC membership Email admin@oneworldcentre.org.au to register your interestadmin@oneworldcentre.org.au

27. www.facebook.com/oneworldcentre www.twitter.com/oneworldcentre

28. Contact us at: 5 King William St Bayswater 6053 Ph: (08) 9371 9133 www.oneworldcentre.org.au education@oneworldcentre.org.au primaryed@oneworldcentre.org.au secondaryed@oneworldcentre.org.au