After being asked to present at the Victorian Community Language Schools conference I sat down and my inner voice said, “On what? What do you have to say to the wonderfully tireless workers who deliver their language to community members?”
Grapple, delve, research. Something jumped onto my lap; the Asia Education Foundation report called the Senior Secondary Languages Education Research Project.
World Refugee week takes place from Sunday 19 June to Saturday 25 June. Many students and teachers find the terms ‘refugee’ and ‘asylum seeker’ confusing. I encourage schools to acknowledge the week and teach their students at least these definitions:
Who is a refugee? Any person who owing to a well founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his/her nationality and is unable, or owing to such fear, is unwilling to avail himself/herself of the protection of that country.
Who is an asylum seeker? A person who has applied for protection as a refugee, but whose claims have not yet been recognised by a government. However, since recognition by a government is not required to meet the definition of a refugee, an asylum seeker may also be at the same time a refugee.
Who is a migrant? A migrant is a person who makes a conscious choice to leave their country to seek a better life elsewhere. Before they decided to leave their country, migrants can seek information about their new home, study the language and explore employment opportunities. They can plan their travel, take their belongings with them and say goodbye to the important people in their lives. They are free to return home at any time if things don’t work out as they had hoped, if they get homesick or if they wish to visit family members and friends left behind.
You can also find definitions of who is ‘climate refugee‘ and who is an internally displaced person?
The top 20 countries that have granted protection to refugees in the 21st century
Resources to assist teachers
If you are interested in participating in a collaborative global project researching the topic of refugees, please contact me at email@example.com
Divine chocolate is absolutely delicious and even more so knowing the story behind its fair trade and sustainable production story. Congratulations CEO Sophi Tranchell; you’ve shown the world that business does not have to profit at the cost of the people who matter.
This is a business model worthy of demonstration to students who aspire to be global citizens.
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.
UNESCO/Asian Society “We must educate a generation of global citizens — versed in human rights, culturally literate, skilled for intercultural dialogue, compassionate and committed to building a better world for all.
Global Perspectives: A Framework for Global Education in Australia 2008.
“Enabling young people to participate in shaping a better shared future for the world. It emphasises the unity and interdependence of human society, cultural diversity, social justice and human rights, building peace and actions for a sustainable future …. global citizens who can contribute to a more peaceful, just and sustainable world.
The Global Education Project was delivered for 15 years, assisting tens of thousands of Australian teachers to embed global perspectives in their curricula. Funding to the Project ceased in 2014. In 2015, UNESCO and the Asia Society deemed Global Citizenship education a framework of priority importance.
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/
from NGV exhibition
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