Doing, Sharing and Learning

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I’m heading down a different path today.

kogo

KOGO which stands for Knit One, Give One, started out as a small group who wanted to knit for others. In the first year, 180 scarves were knitted and distributed to those experiencing homelessness. Enabling others to be protected from the cold and to experience the self worth that comes from being valued, the group has grown over  to over 5000 knitters and crocheters in 12 years.  They come from all walks of life and they vary in age – the youngest being an 11 year old girl and our oldest being over 100.  In 2015, the not-for-profit organisation distributed 65,500 hand knitted winter woollies to the most vulnerable in our community through 250 community partner organisations.
What’s the point of ALL this?

Let me give some background…

Caritas Australia calls upon Catholic Social Teaching to guide its work.  No human being should have their dignity or freedom compromised.  The common good is reached when we work together to improve the wellbeing of people in our society and the wider world. 

The Global Perspectives Framework highlights global values and attitudes and mentions a commitment to upholding the rights and dignity of all people and maintaining a sense of personal identity and self esteem.

Partnerships for action work best when those whose skill base can be shared, find those who will gain value from that skill.  Generosity of effort can make an immeasurable difference to someone else.  The benefits are mutual.

In KOGO’s work, the principles of ‘the dignity of the person’ and  ‘the common good’ apply. KOGO’s values are global values and action starts right at their own front door.

 

 

 

 

 

What works for me… and us!

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5053661095_global_multicultural_xlarge

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?

 

With the best intentions

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Laos 1

I’ve been hearing rumblings about voluntourism.  You know, when people go on an adventure to a destination in a developing country and offer to help the locals.

Often with the best intentions, school groups, adult groups and individuals make their way to assist organisations in places like Cambodia, Vietnam and Thailand with under researched information and unintended negative consequences.  Not realising the impact of their generosity, children in care can be left vulnerable or at worst, and through easy access, exploited.

The words of Jim Wakelam from Commission for Missions, say more than I can write. Please take a look at his piece which appeared in Crosslight earlier this year.

The Global Educator

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My colGlobal Educatorleague, Julie Lindsay, has just published her new book, The Global Educator.  When Julie put out the  request for input from global educators across the world I was only too happy to oblige.

Marilyn, Australia, says, “I’d like to see all schools in Australia become global learning hubs—places where the process of learning is connected, collaborative and communicated in as many ways as possible, to many interested learners in local, national and global communities, through the use of tools for social learning. Here we are challenged by the availability of reliable connectivity for all global communities, available education hubs for all learners and the proficiency of teachers to enable global and connected learning to take place in their schools. Changes to the traditional thinking behind the delivery of education—the buildings, rooms, the blended learning model, the flattening of classrooms, the pedagogies involved—these are all part of providing a conducive environment for global learning” (Marilyn Snider, @malmade1).

As Marilyn Snider, Senior Global Consultant, Australia, shares with us, “As a global education leader I promote open-mindedness leading to new thinking about the world and a predisposition to take action for change. Taking responsibility for their actions, learners come to respect and value diversity, and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world. Enabling young people to participate in a better-shared future for all is at the heart of global education. In terms of impact, my perspectives of the world infuse my thoughts and ideas on a daily basis. I am more perceptive, more analytical, more understanding. I can see many angles to a story. My input is thoughtfully constructed with attention to identity, cultural diversity, human rights, social justice, and peace with its counter side, conflict resolution.”

Julie Lindsay’s book, The Global Educator, is a collaborative effort and a fine example of social tools for learning in use.

Aha Hardy

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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.

Elora’s house – building a sustainable future

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.

 

 

 

 

Revelling in the richness of cultural experiences

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Community Languages

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.                  
Continue reading →

Should we apply the system of Gacaca to bullies in schools?

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An experiment in justice

The national court system was unable to handle the aftermath of trialling perpetrators following the genocide in Rwanda.

Another system hand to be found to supplement the overcrowded justice system.  Rwanda embarked on an ambitious justice and reconciliation process at grassroots level with the ultimate aim of all Rwandans once again living side by side in peace.

The Rwandan government in 2005 re-established the traditional community court system called “Gacaca” (pronounced GA-CHA-CHA).

Watch this video and decide whether the principles of Gacaca could be applied to handling bullying in schools.

Gacaca: the people’s court

 

 

 

 

Action-the LOUDEST words-knitting nannas against gas       

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As Knitting Nannasteachers we work towards our learners thinking through issues and forming morally just, ethically balanced views garnered from diverse perspectives.  We teach from the local aspect to the global view appropriate to the development of the learner.

I share this action-from a group of ladies who will not be silenced, who along with their shared passion of a grass roots craft (pardon the pun) are not afraid to voice their concern for the planet and the welfare of the grandchildren.

Knitting Nannas ask ALP for answers; get long yarn not worth knitting

Saturday, May 21, 2016  by Pip Hinman, Sydney

The Illawarra Knitting Nannas Against Gas (IKNAG) held a knit-in outside the office of the federal deputy leader of the ALP, Tanya Plibersek, in Sydney on May 16.

IKNAG’s Annie Malow contacted Plibersek with two questions asking for “yes” or “no” answers.

The first was: Do you support a ban on CSG mining in drinking water catchment? The second was: Would you move legislation for such a ban?

Plibersek was not in her office, but two of her staffers came out offering the Nannas several balls of wool — all the wrong colours.

Malow said: “We know how busy she is campaigning … but really, she left us 1.5 pages of waffle words about ‘gunnas’ and half policies. It was a long, long yarn not worth knitting.”

The Knitting Nannas annoy all politicians equally.

It is election time. We are asking all the candidates very simple questions. Pollies, if you don’t answer the question the first time, you will get to have another go. If you fail to answer thereafter, we will publicise that you refused to answer the question. Whether the electorate then takes that as being a refusal to answer or just darn plain ignorance is yet to be seen. The questions aren’t hard. The answers aren’t hard. And we, the public, aren’t stupid, and are as sick as all get out of being treated that way. If you have problems with the grammar of the above sentence, please write it down with the appropriate corrections and send it to your local MP.  Their ghasts will be flabbered

Knitting nanas against gas

The publishing of these views do not necessarily support any political party or alliance.

 

Climate Change and the Curriculum

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I had the privilege of writing the teacher notes for Guarding Eden by Deborah Hart.  Deb is climate campaigner and brings together the stories of twelve passionate Australian activists from all walks of life. Willing to deal with fall-out served up by the government, the courts and the media, these advocates inspire us to follow their lead.

This book would be a fine addition to the Senior Secondary Curriculum.  It heightens persuasive writing, analysis, critical thinking, moral and ethical understanding, and enriches English, Earth and Environment Science, Humanities and Social Sciences.

Guarding Eden

Guarding Eden

Who is a refugee?

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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?

Also useful-

The top 20 countries that have granted protection to refugees in the 21st century
Resources to assist teachers

refugeecouncil.org.au

If you are interested in participating in a collaborative global project researching the topic of refugees, please contact me at marilyn@bethinkglobal.com.au