Creating global projects got me thinking about the groundwork that should be covered before the connections with strangers can become a viable means to exploring global perspective. Finding global projects to explore the world through experiences that spark curiosity and intercultural opportunities is not difficult. The challenging part is building inter and intrapersonal skills beforehand; the skills to ensure mutual kindness, empathy, and deep learning. If trust and respect are not formed, collaborations are destined to be somewhat superficial and shallow attempts to build global competency. This requires considered preparation. I found a website that is designed to foster meaningful connections among students, by doing just that-attending to the soft skills that are essential for successful global collaboration.
Most parent I know want their children to grow up kind, caring, honest, generous and respectful of differences. It’s good for them and for our world. Fortunately, solutions are not complicated.
This article stems from the US scene but its relevance is global. It has some simple steps for parents to take to grow empathy in their children whilst combatting the negative influences that seem to hover over our shoulders on a daily basis.
Among the big lessons the U.S. election of 2016 taught the world, it’s that Americans don’t understand each other. Polls and pundits hadn’t figured out what was under our noses all along: that we have been living in separate bubbles, with little or no experiential overlap.
Within each bubble, one side is deemed ignorant, irrationally religious, or racist; while the “other side” is viewed as elitist, too soft, or morally lax. You know who you are – or who you aren’t.
When we fail to get to know those who look, dress, speak, cook, worship, work, have fun, see the world, spend money or consume media differently than ourselves, it’s hard to build empathy for them. They become a statistic, a member of a confounding group, objectified. Our treatment of others is more likely to be informed by generalizations, not personal experience.
Separateness even affects us neurologically, as parts of our brains fail to light up when someone we don’t relate to suffers. The result might be apathy, as well as fear, anxiety and loneliness, just to name a few side effects.
This isn’t how I want to raise my children. Despite the antagonism, divisiveness, and greed that seems to dominate the headlines, I want them to grow up kind, caring, honest, generous and respectful of differences. It’s good for them and for our world. Fortunately, solutions are not complicated.
Small Steps Toward Empathy Make a Big Difference
I’ve been researching the most effective means for thriving in a global economy and how to raise global citizens for almost two decades.
Despite the complexity of the big picture, time and time again, the solution seems to lie in the little things: How we treat the cashier at the grocery store and the types of stories we choose to read at bedtime spill over into how we see the whole world.
Since our children are watching us, these small gestures become their model of behavior, shaping our kids’ wider social environments. Indeed, a pro-social, empathy-rich environment doesn’t just feel safer to be in, it’s been shown to enhance children’s cognitive ability.
With years of exposure to acts of kindness and images of diversity, the ability to think creatively, communicate more effectively, analyze, and empathize beyond a limited bubble is enhanced significantly. This is how “soft” skills become the sought-after skills of 21st-Century learning and global problem solving.
5 Ways to Step Outside Our Bubbles and Grow Good Kids
Approaches for stepping outside our bubbles might be as diverse as a family’s daily routine, so I offer these ideas as a simple beginning.
1. Start with stories. The fact that a great story can transport us to a new adventure or a far-off locale points to the power of stories for breaking out of our shell.
President Obama recently told the New York Times: “At a time when so much of our politics is trying to manage this clash of cultures brought about by globalization and technology and migration, the role of stories to unify — as opposed to divide, to engage rather than to marginalize — is more important than ever.”
For Multicultural Children’s Book Day, Black History Month or any day, make a conscious effort to choose stories to read or listen to as a family that start with a perspective that might differ from yours.
Consider posting a world map on a wall, or keep a quality World Atlas handy, and mark all the places you’ve read stories from. Conscious of the travels of your imagination, you might not only stretch your curiosity, but also your geography.
2. Gain a sense of being part of the larger human family. It’s difficult to imagine beyond our confines if we never think about it or “see” what it looks like.
Family-friendly films from around the world, as well as picture books showcasing the diverse lives of children from classic Children Just Like Me to my new favorite, The Barefoot Book of Children, allow readers of any age to step inside the homes, foods, games and interests of children around the world. Vivid images help create connections and light up that region of the brain that triggers empathy for others.
3. Gently peek into the practices and teachings of diverse faiths. As I’ve discussed elsewhere, you don’t need to attend a long or unfamiliar religious service to start to appreciate a different faith.
Visit an art museum with collections inspired by those traditions. Listen to their music or chanting. Read short passages of their sacred texts. Learn perspectives of various parents through blogs or ideally, in person, informally. Read children’s stories like Prince of Fire: The Story of Diwali, Golden Domes and Silver Lanterns, and many others for a gentle introduction.
4. Enrich libraries near or far. When my friend Maggie saw The Barefoot Book of Children for the first time, she decided to donate copies to area libraries around her rural hometown in central Pennsylvania, an area where few residents travel outside the United States or get exposure to global cultures.
Reading a beautiful book shouldn’t be just for privileged children, and it might have the power to start bursting some bubbles. Helping “seed” a school or public library with diverse and multicultural books is powerful; involving our children in the project can also get them excited about choosing titles to donate.
5. Show moral courage/Be an upstander. With the rise in anxiety and tension within schools and public places since the 2016 U.S. election, there is a critical need to show moral courage, to stand up for those who may be targeted for their differences. How can we and our children have empathy for and stand up for those who might be different from ourselves?
You might ask this at the dinner table or in morning meeting at school. This short video recounts what it might look like for an adult to use one’s privilege in a daily experience. Good stories, like The Boy Who Grew Flowers, also can illuminate moral courage. This literature list for all grades includes additional helpful titles.
As we embark on a journey of growing our understanding about diverse cultures and ways of thinking, we’ll discover many more creative steps for breaking out of our bubbles, at any age. It’s good for our kids and it’s good for our world.
Being the change you wish to see in the world.
Two schools across the country are showing leadership in environmental ansd sustainable change. Agents of societal change, students from Freemantle Senior High School and Melbourne Girls College are partnering with local community, influencing policy makers and through change leadership, are intrinsically motivated to make a difference. Pedagogical transformation to an otherwise outdated and uninspiring curriculum has led these students to deeper learning and more ambitious expectations about their own future.
In 2012, Freemantle SHS became the first Carbon Neutral High School in Australia by reducing their fossil fuel use, implementing renewable energy projects and capturing carbon emissions through tree planting and using a ‘whole-school’ approach and with the help of community partnerships, Freemantle SCS, cut their carbon emissions by over 15% in the first three years of the Carbon Neutral Project.
Watch their video: Champion, audit, partner, action, repeat
With the aim of making their school carbon neutral
Melbourne Girls’ College is an award winning sustainable school, proudly partnering with the City of Yarra with the ambition to be Carbon Neutral by 2020. MGC is the 2015 recipient of the Zayed Future Energy Prize, receiving funding to put plans into action and now boasts an interactive PV solar array, pedal and ergo generators, a microhydroturbine and solar powered seal fountain with a strategy to reduce energy use to achieve their goal.
I had the pleasure of visiting Melbourne Girls’ College during a student led sustainability conference late last year. The passion, co-learning and collaborative culture among students from a number of schools involved in the conference was inspiring.
The MGC students also held an action to celebrate their school’s pledge and send a message to decision makers to follow their lead and power all schools and Australia with 100% renewable energy !
Huge congratulations to the MGC environment team, students, staff and parents for leading the way and adopting the pledge !
Victorian schools are encouraged to adopt renewable energy practices with the help of Sustainability Victoria, but so far none have achieved carbon neutral status.
The Victorian Department of Education and Training said two-thirds of schools’ total energy use was consumed outside of school hours. It also estimated that as much as 40 per cent of all energy use in schools is not essential.
What is most impressive is that both schools have leadership teams that enable student led deep learning. The students experience the CNP at South Fremantle SHS in all learning areas. It is embedded deeply in the school curriculum, for example in sustainability themes in Science, Marine and Ocean, and Earth and Environment studies. It is embedded in qualifications such as our students’ achievements and hands on experience in conservation through endorsed community programs such as the Rio Tinto Earth Assist Program. It is equally embedded in community service; since 2008 South FreemantleSCS students have propagated and planted over 29,000 trees in the school grounds, in the Wheatbelt and in bush-fire affected Toodyay via our ‘Seed to Tree’ project.
By involving students in deep learning they become active in caring for our planet’s future, applying their learning in meaningful ways inside the school and outside in the community. South Fremantle SHS is one of only two schools in WA nominated to participate in STELR, a national initiative that encourages students’ participation in Maths and Sciences with a particular focus on renewable energy. Twenty one students attended the 2013 Australian Youth Climate Coalition Event – ‘Start the Switch’ workshops, mentoring and training in sustainability leadership.
It makes me so proud to know that young people are doing great things to make positive change in their schools and communities. These are the global citizens of tomorrow, TODAY.
You’ve got to love what digital connection and social tools can do.
I recently reached out on LinkedIn to broaden my professional learning network and connected with Ciarra Greene at Portland University, Oregon. I asked Ciarra about global education and her reply set me thinking. I had an ‘aha’ moment. She gave me the missing dots to connect so many ideas rushing about in my head. Ciarra mentioned place-based learning and whilst I understood the concept I had not heard that name.
Place-based learning immerses students in local heritage, cultures, landscapes, opportunities and experiences, using these as a foundation for the study of other learning areas across the curriculum.
I immediately thought of My Place by Nadine Wheatley and the wonderful offerings for learners relating to PLACE. I’ve wandered from my original pathway!
Ciarra is connected to the Nez Perce tribe, who are an Indigenous people of the plateau, living in the Pacific northwest region of the United States.
Indigenous tribes in the USA are in the news right now, battling Trump’s directive to the Army to continue laying the Dakota Access pipeline across sacred sites with the threat of contaminating drinking water.
What if learners in the United States exchanged their understandings of the traditional cultures of indigenous tribes with learners in Australia and their understandings of the traditional cultures of our First People, the Aborigines? What if the identity and indeed existence of these indigenous tribes was being threatened? What if environmental issues are being exploited?
I think Ciarra and I are learning just in the same way we want our young learners to learn-through collaboration, communication and deep thinking. Through technology, our learning has shot past the four walls of the classroom and entered the biggest ‘classroom’ that is our world.
What is Global Goal 13?
“Climate action” sounds like a vague term. But it basically means doing your part to keep the planet clean and healthy. Ok, still not clear?
Channel your inner hippy for a moment… Continue reading
There are so many exciting experiences happening in classrooms all over the world. Ordinary teachers doing amazing things with their learners at the heart of each experience-professional learning networks of teachers willing to share in order to strengthen the skills and awareness of their learners. You’ll find digital and/or global learning examples right here in this posting.
Colleague, Julie Lindsay, of Flat Connections constructs a learning model whereby all learners have freedom to communicate across borders rather than up or down – with no hierarchy.
On Global Collaboration Day (15th September), experienced global educators and professionals will host connective projects and events. The goals of this whole day event are to demonstrate the power of global connectivity in classrooms, schools and universities around the world, and to introduce others to the tools, resources and projects that are available to educators today.
Take a look at the active global projects from iEARN. This organisation enables interactive curriculum-based groups to create, research, share opinions and become global citizens.
How can you engage your learners in learning about the world from the world?
Many months ago I came across a TED talk by Elora Hardy. I marvelled at her attitude to designing stuctures in bamboo.
Magical houses made of bamboo Take a look at this inspiring TED TALK
Elora Hardy’s designed her dream house was when she was nine.
She shares the potential of bamboo, as both a sustainable resource and a spark for the imagination.
Then months later a friend was inspiring me with talk of our proposed visit to Bali and a visit to Green School. We checked out a TED talk about this unique school built by John Hardy but still the penny hadn’t dropped.
You know when you have that AHA moment. Well that happened!!
John is Elora’s father.
Research and experience tell me that parents, government leaders and business want young people to become active and responsible citizens of the world and to obtain jobs where interaction with people in other countries and from other cultures is productive and economically rewarding. Continue reading
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
We are in the last year of a fifteen year program, the Millenium Development Goals. In the year 2000, eight goals including the alleviation of poverty, education for all children until year 6 and the eradication of HIV AIDS and malaria were agreed to by 192 member nations of the United Nations.
The latest report examines the progress towards achieving the MDGs. It can only be said that the MDGs have made a profound difference in people’s lives. Global poverty was halved by 2010. It is believed poverty can be eradicated within the next generation. Ninety per cent of children in developing regions now enjoy primary education, and enrolment of girl has increased. Remarkable gains have also been made in the fight against malaria and tuberculosis, along with improvements in all health indicators. The likelihood of a child dying before age five has been nearly cut in half over the last two decades. We also met the target of halving the proportion of people who lack access to improved sources of water, although that is not uniform across the globe.