The recent call for hunkering down, closing borders, keeping out the other is contrary to the global citizen’s position on collaboration, understanding the other and how to disagree with another person’s view. In a world of over 7 billion people the requirement to establish a harmonious and workable relationship with the other at a time of extreme stress on world resources is paramount to well being, productivity, and even survival. From a global perspective this is about interconnection, interpersonal and intrapersonal skills, empathy, the value of diversity and peaceful outcomes to conflicting ideas.
The Budgie nine are free to think about their behaviour whilst in Malaysia.
Upon return a spokesperson, one of the nine urged Australians to be sensitive to the cultures of other countries and then asked for privacy. I see the funny side-men who want to strip down to their underwear in public now wanting privacy.
It’s hard to believe that nine, not two or three grown men, some at least with tertiary education and including a staffer of Australian Defence Industry Minister, Christopher Pyne, should agree to such behaviour in a country with a majority of people of Muslim faith. Or didn’t they know that fact.
Lesson here? How do we avoid the diplomatic time, money and embarrassment when Aussies still commit ‘I didn’t know that we would be offending them” behaviour?
I agree with and stand committed to the inclusion of intercultural understanding as a capability in the Australian curriculum. However, it begs the question, “How many of our educators are culturally aware and know how to impart intercultural understanding in their programs? Has the provision of face to face support been made available to schools to facilitate this?
Sadly, the answer leaves us pondering when will the Australian Government next have to apologise for or bail out Aussies arraigned with indecency charges through lack of cultural education, lack of judgment or both?
You’ll be surprised!
Those teachers who implement wide ranging global programmes are not influenced by their formal teaching programmes and curriculum influences but rather by these factors
- Exposure to diversity
- Minority status
- Global education course
- Intensive travel
- Having a mentor
- Professional service
Bethink Global offers a deeper understanding of global education through professional learning and is a support system in the amplification of teachers’ global perspective.
What does it mean to educate learners for life and work in the global innovative age?
What is meant by global competencies?
What are some ways learners develop perspective and empathy?
The video at https://www.teachingchannel.org/videos/building-global-citizens-asis goes a long way to answering these questions.
Learning that is student centred, project based and authentic is the focus of a series of videos by the Asia Society.
I came across the Asia Society as part of my interest in global learning. It is a leading educational organization dedicated to promoting mutual understanding and strengthening partnerships among peoples, leaders and institutions of Asia and the United States in a global context. Asia Link, which is Australia’s leading centre for the promotion of public understanding of the countries of Asia and of Australia’s role in the region, is the key provider of information, training and professional networks. The Asia Society Center (sic) for Global Education and the Asia Education Foundation are the respective education arms of these two organisations.
See also my blog post “How to Build Global Competence” http://bethinkglobal.com.au/global-competence-building-part-1/
With all due respect to the dancing dolls in Anaheim, it really isn’t a small world. It is a complex, multifaceted, diverse, and complicated world. Continue reading
Global competence is the capacity and disposition to understand and act on issues of global significance.
Globally competent students must have the knowledge and skills to:
Investigate the World
Global competence starts by being aware, curious, and interested in learning about the world and how it works. Globally competent students ask and explore critical questions and “researchable” problems—problems for which there may not be one right answer, but can be systematically engaged intellectually and emotionally. Their questions are globally significant, questions that address important phenomena and events that are relevant world wide – in their own community and in communities across the globe.
Globally competent students can articulate the significance of their questions and know how to respond to these questions by identifying, collecting, and analyzing credible information from a variety of local, national and international sources, including those in multiple languages. They can connect the local to the global, for example, by explaining how a local issue like their school recycling program exemplifies a global process far beyond their backyards.
From analysis to synthesis to evaluation, they can weigh and integrate evidence to create a coherent response that considers multiple perspectives and draws defensible conclusions—be it an essay, a problem or design solution, a scientific explanation or a work of art.
Also Global Competency Building part 1
Global education is a concept with a diverse number of understandings. Even the term ‘global education’ has different viewing platforms from global learning to global competencies from global citizenship to education for sustainable development. Continue reading
How can sustainability enhance the learning areas in curricula?
My favourite picture storybook is The Short and Incredibly Happy Life of Riley (Thank you Nuella.) You MUST read it. The message I took away was live simply so others can simple live. (Thank you Gandhi.)
A curriculum that has sustainable futures at its core will be a dynamic and value enriched program of learning. The ways in which we can meet our current needs without diminishing the environment or reducing the capacity of future generations to meet their own needs is what a sustainable future is about.
So as a learner and facilitator, I brainstormed all the concepts of a global curriculum centred around the functions of sustainability – cultural sustainability, economic sustainability, environmental sustainability and social sustainability …..so here goes…….needs and wants, human rights, politics, Millenium Development Goals, belief systems, value systems, gender equity, poverty reduction, global cooperation, interconnection, human well being, peace, resolving conflict, partnerships, trade, water, forests, natural hazards and disasters, biodiversity, food security, endangered species, energy, desertification, effects of climate and its change, trading fairly, education, identity, child Rights, Agriculture, ethical consumerism, migration, immigration, refugees, population, intercultural understanding, cultural diversity, connections to the past, indigenous culture, global health…… phwew!! And that’s just for starters.
Write down these learning areas- Civics and Citizenship, Geography, Science, History, Technologies, Maths, The Arts, English, Health and Phys Ed, Languages and Economics.
Now try and fit any one of the concepts above under just one learning area. Can’t choose? That’s because sustainability and global learning cross all areas of the curriculum. A rich curriculum has interconnected learning.
The best way to work out where you can work with these concepts in your curriculum is to do a concept map.
Take a look at your existing curriculum. Could you enhance it and open the eyes of your learners a little wider by including a concept around sustainability?