ESG732 GLOBAL CITIZENSHIP AND EDUCATION
The main focus of the unit will be on an examination of global citizenship and how it may be developed through education. Key global citizenship concepts will be examined, largely within a global education perspective. The practical implications for education will be explored, as well as the application of global citizenship concepts to certain areas and issues of relevance. These specific areas and issues will be selected from the following: international perspectives on education; comparative and trans-national approaches to learning, teaching and curriculum development; the role of human and children's rights in educational provision; the implications of the goals of peace and capacity building, sustainability and equity issues to education; education for global citizenship; the aims and activities of international agencies (eg UNESCO) in relation to the provision of education globally (eg Millennium Development Goals, Education for All).
Websites to watch:
IYVplus10
http://www.impatientoptimists.org/
Foundation for Young Australians - doing big things!
http://www.fya.org.au/wp-content/uploads/2009/05/FYA-STRATEGY-CARDS-2011-2016-small.pdf
I shall pass through this world but once. Any good therefore that I can do or any kindness that I can show to any human being, let me do it now. Let me not defer or neglect it, for I shall not pass this way again. - Mahatma Gandhi
Be the change you wish to see in the world. - Mahatma Gandhi
The main focus of the unit will be on an examination of global citizenship and how it may be developed through education. Key global citizenship concepts will be examined, largely within a global education perspective. The practical implications for education will be explored, as well as the application of global citizenship concepts to certain areas and issues of relevance. These specific areas and issues will be selected from the following: international perspectives on education; comparative and trans-national approaches to learning, teaching and curriculum development; the role of human and children's rights in educational provision; the implications of the goals of peace and capacity building, sustainability and equity issues to education; education for global citizenship; the aims and activities of international agencies (eg UNESCO) in relation to the provision of education globally (eg Millennium Development Goals, Education for All).
Websites to watch:
IYVplus10
http://www.impatientoptimists.org/
Foundation for Young Australians - doing big things!
http://www.fya.org.au/wp-content/uploads/2009/05/FYA-STRATEGY-CARDS-2011-2016-small.pdf
I shall pass through this world but once. Any good therefore that I can do or any kindness that I can show to any human being, let me do it now. Let me not defer or neglect it, for I shall not pass this way again. - Mahatma Gandhi
Be the change you wish to see in the world. - Mahatma Gandhi
Millenium Development Goals
All United Nations Member States have pledged to meet the following MDGs by the year 2015:
All United Nations Member States have pledged to meet the following MDGs by the year 2015:
- Eradicate extreme poverty and hunger
- Achieve universal primary education
- Promote gender equality & empower women
- Reduce child mortality
- Improve maternal health
- Combat HIV/AIDS, malaria and other diseases
- Ensure environmental sustainability
- Develop a global partnership for development
http://www.beta.undp.org/undp/en/home/mdgoverview.html
From July 2011 mrl on the status of the MDG re education (from UN MDG website):
Some of the poorest countries have made the greatest strides in education. For example, Burundi, Rwanda, Samoa, Sao Tome and Principe, Togo and Tanzania have achieved or are nearing the goal of universal primary education.
Whether a child has the opportunity to go to school depends, however, largely on their individual circumstances. The report finds that being poor, female or living in a conflict zone increases the probability that a child will be out of school. Worldwide, among children of primary school age not enrolled in school, 42 per cent – 28 million – live in poor countries affected by conflict.
http://www.unicef.org/media/media_59150.html
**PDF of Book: Promoting Children's Participation in Democratic Decision-making. By Gerison Lansdown (2001)
http://www.unicef-irc.org/publications/pdf/insight6.pdf
**PDF of Book: Children's Participation: From Tokenism to Citizenship By Roger Hart (1992)
http://web.gc.cuny.edu/che/cerg/documents/childrens_participation.pdf
Children need to be involved in meaningful projects with adults. It is unrealistic to expect them suddenly to become responsible, participating adult citizens at the age of 16, 18, or 21 without prior exposure to the skills and responsibilities involved. An understanding of democratic participation and the confidence and competence to participate can only be acquired gradually through practice; it cannot be taught as an abstraction. Many western nations think of themselves as having achieved democracy fully, though they teach the principles of democracy in a pedantic way in classrooms which are themselves models of autocracy. This is not acceptable.
There are a multitude of examples of children who organize themselves successfully without adult help. You can probably remember building a play house with friends at seven or eight years of age, unknown to adults, or perhaps selling refreshments from a small stand in front of your home. Such examples from your own memory are the most powerful evidence of young people’s competence. The principle behind such involvement is motivation; young people can design and manage complex projects together if they feel some sense of ownership in them. If young people do not at least partially design the goals of the project themselves, they are unlikely to demonstrate the great competence they possess. Involvement fosters motivation, which fosters competence, which in turn fosters motivation for further projects.
Reflection on tensions arising for me:
Looking at the synopsis of the course and doing some quick exploring of the MDGs - provision of education globally, it appears to me that there are so very many competing initiatives, so much double up, so much lost through administrative costs. How do you measure effectiveness of various initiatives - through participation rates, retention rates or through quality of education delivered? Some of highly subjective aspects.
Can I relate this to the IDEALS of RS? Education. Indigenous Australia. Is Australia's indigenous education addressed in the MDG?
Is this what I want my initial subjects (my stepping stones) to lead towards?
I know I am excited about IDEALS across the world. Not just in relation to Australia or Indigenous education in Australia. So I don't want to narrow my focus too much.
I'm interested in connections between the IDEALS in schools and how it relates to the Agency of children.
[Internationalism, Democracy, Education, Adventure, Leadership and Service.] championed within schools
enabling children as Agents in their own lives.
How is each pillar of IDEALS taught? Explicitly? Inquiry learning? Ad hoc? Embedded within curriculum? Extra-curricular activities? Authentic learning? Service learning? Project based learning?
** Book: Creating better cities with children and youth: a manual for participation by David Driscoll (2002)
http://books.google.com/books?id=O3-E_7xeTBsC&pg=PA37&source=gbs_toc_r&cad=4#v=onepage&q&f=false
From July 2011 mrl on the status of the MDG re education (from UN MDG website):
Some of the poorest countries have made the greatest strides in education. For example, Burundi, Rwanda, Samoa, Sao Tome and Principe, Togo and Tanzania have achieved or are nearing the goal of universal primary education.
Whether a child has the opportunity to go to school depends, however, largely on their individual circumstances. The report finds that being poor, female or living in a conflict zone increases the probability that a child will be out of school. Worldwide, among children of primary school age not enrolled in school, 42 per cent – 28 million – live in poor countries affected by conflict.
http://www.unicef.org/media/media_59150.html
**PDF of Book: Promoting Children's Participation in Democratic Decision-making. By Gerison Lansdown (2001)
http://www.unicef-irc.org/publications/pdf/insight6.pdf
**PDF of Book: Children's Participation: From Tokenism to Citizenship By Roger Hart (1992)
http://web.gc.cuny.edu/che/cerg/documents/childrens_participation.pdf
Children need to be involved in meaningful projects with adults. It is unrealistic to expect them suddenly to become responsible, participating adult citizens at the age of 16, 18, or 21 without prior exposure to the skills and responsibilities involved. An understanding of democratic participation and the confidence and competence to participate can only be acquired gradually through practice; it cannot be taught as an abstraction. Many western nations think of themselves as having achieved democracy fully, though they teach the principles of democracy in a pedantic way in classrooms which are themselves models of autocracy. This is not acceptable.
There are a multitude of examples of children who organize themselves successfully without adult help. You can probably remember building a play house with friends at seven or eight years of age, unknown to adults, or perhaps selling refreshments from a small stand in front of your home. Such examples from your own memory are the most powerful evidence of young people’s competence. The principle behind such involvement is motivation; young people can design and manage complex projects together if they feel some sense of ownership in them. If young people do not at least partially design the goals of the project themselves, they are unlikely to demonstrate the great competence they possess. Involvement fosters motivation, which fosters competence, which in turn fosters motivation for further projects.
Reflection on tensions arising for me:
Looking at the synopsis of the course and doing some quick exploring of the MDGs - provision of education globally, it appears to me that there are so very many competing initiatives, so much double up, so much lost through administrative costs. How do you measure effectiveness of various initiatives - through participation rates, retention rates or through quality of education delivered? Some of highly subjective aspects.
Can I relate this to the IDEALS of RS? Education. Indigenous Australia. Is Australia's indigenous education addressed in the MDG?
Is this what I want my initial subjects (my stepping stones) to lead towards?
I know I am excited about IDEALS across the world. Not just in relation to Australia or Indigenous education in Australia. So I don't want to narrow my focus too much.
I'm interested in connections between the IDEALS in schools and how it relates to the Agency of children.
[Internationalism, Democracy, Education, Adventure, Leadership and Service.] championed within schools
enabling children as Agents in their own lives.
How is each pillar of IDEALS taught? Explicitly? Inquiry learning? Ad hoc? Embedded within curriculum? Extra-curricular activities? Authentic learning? Service learning? Project based learning?
** Book: Creating better cities with children and youth: a manual for participation by David Driscoll (2002)
http://books.google.com/books?id=O3-E_7xeTBsC&pg=PA37&source=gbs_toc_r&cad=4#v=onepage&q&f=false
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