Date post: | 20-Jun-2015 |
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Global Citizenship
Some Facts
One in four of the world’s people today One in four of the world’s people today lives in a state of absolute poverty.lives in a state of absolute poverty.
35,000 children die everyday because they 35,000 children die everyday because they are poorare poor
130 million children do not attend primary 130 million children do not attend primary school, 70 per cent of them girlsschool, 70 per cent of them girls
1.3 billion people have no safe water or 1.3 billion people have no safe water or sanitationsanitation
If the World Were a Village
61
13
12
8
5
1
Food in the Global Village
30 have enough to eat30 have enough to eat 50 do not have a reliable source of food50 do not have a reliable source of food 20 are severely undernourished20 are severely undernourished
Education in the global village
38 school aged villagers38 school aged villagers 31 go to school31 go to school 1 teacher1 teacher
What does this mean to me?
How does this effect us in the classroom?
‘‘good cause’ approachgood cause’ approach
‘‘meeting the educational needs of young meeting the educational needs of young people growing up in society’people growing up in society’
How do we as teachers respond to the challenges, responsibilities
and opportunities of living as a global citizen?
Principles of Global Citizenship
The importance of reaffirming or developing a sense of identity and The importance of reaffirming or developing a sense of identity and self-esteemself-esteem
Valuing all pupils and addressing inequality within and outside schoolValuing all pupils and addressing inequality within and outside school Acknowledging the importance of relevant values, attitudes, and Acknowledging the importance of relevant values, attitudes, and
personal and social educationpersonal and social education Willingness to learn from the experiences of others around the worldWillingness to learn from the experiences of others around the world Relevance to young people’s interests and needsRelevance to young people’s interests and needs Supporting and increasing young people’s motivation to effect changeSupporting and increasing young people’s motivation to effect change A holistic approach to Global Citizenship – that it should be an ethos A holistic approach to Global Citizenship – that it should be an ethos
permeating all areas of school lifepermeating all areas of school life
National Priority 4
Values and CitizenshipValues and Citizenship
““To work with parents to teach pupils respect To work with parents to teach pupils respect for self and one another and their for self and one another and their interdependence with other members of interdependence with other members of their neighbourhood and society and to their neighbourhood and society and to teach them the duties and responsibilities of teach them the duties and responsibilities of citizenship in a democratic society.”citizenship in a democratic society.”
Priority 4 is made up of the following ‘outcomes’
1.1. Increased respect for self and othersIncreased respect for self and others
2.2. Increased awareness of interdependence Increased awareness of interdependence with other members of their with other members of their neighbourhood and society and increased neighbourhood and society and increased awareness of the duties and awareness of the duties and responsibilities of citizenship in a responsibilities of citizenship in a democratic society.democratic society.
What does global citizenship look like?
N.P.4Values andCitizenship
International Education
SustainableDevelopment
Education
Global Education
Anti-RacistEducation
EnvironmentalEducation
Health Education
HumanRights
Education
EnterpriseEducation
The key elements for responsible Global
Citizenship
Knowledge and understanding•Social justice and equity•Diversity•Globalisation and interdependence•Sustainable development•Peace and conflict
Values and attitudes•Sense of identity and self-esteem•Empathy•Commitment to social justice and equity•Value and respect for diversity•Concern for the environment and commitment to sustainable development•Belief that people can make a difference
Skills•Critical thinking•Ability to argue effectively•Ability to challenge injustice and inequalities•Respect for people and things•Co-operation and conflict resolution
The player
This player earned around £1400 today for kicking
this ball. (He scored a goal, with great skill)
How much did this player earn today?
The football
The football is made of rubber and synthetic leather. It is top quality and would cost …..
…in the shops£60
Omar
The football was sewn by Omar with great skill. He works
in this stitching centre.
Omar’sStoryHow old do you think Omar is?
How much did he get paid to make the football?
14
50p
Where does Omar live?
They produce 35 million footballs a
year.
75% of the world footballs are made in this area.
Writing time
A Premier league football player can earn £10, A Premier league football player can earn £10, 000 a week (the really big stars earn a lot more).000 a week (the really big stars earn a lot more).
A football maker in Pakistan can earn £14 a week A football maker in Pakistan can earn £14 a week as long as they work 13 hours a day for 7 days a as long as they work 13 hours a day for 7 days a week.week.
The reason that football makers earn so little is The reason that football makers earn so little is because they are caught in a ‘because they are caught in a ‘vicious circle’vicious circle’..
The ‘vicious circle’
This British company supplies footballs. It gets them made…
…and then sells them to clubs and sports shops at a
profit. The less it pays for the footballs the more profit it will make…
…so it searches the world for a place to make them cheaply.
The factory owner in Pakistan wants
the work – but if he charges too much
he won’t get it.
He also wants to make as much
profit as he can. So he pays his workers very
little.
They can’t leave because they need the work. If they don’t have
jobs they will starve.
The footballs are shipped to the UK. They have been well made. The
British company is happy.
Important point
It’s not just British companies. All rich It’s not just British companies. All rich countries get things made in poor countries get things made in poor countries where wages are lower.countries where wages are lower.
Not just footballs, but clothing and Not just footballs, but clothing and shoes and many other items.shoes and many other items.
www.makepovertyhistory.org
www.sendmyfriend.org
Dear Teacher
I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers; children poisoned by educated physicians; infants killed by trained nurses; women and babies shot by high-school and college graduates.
So I am suspicious of education.
My request is: help your students to become more human. Your efforts must never produce learned monsters, skilled psychopaths,educated Eichmanns.
Reading, writing and arithmetic are important only if they serve to make our children more human.