2nd entry: One man’s story

My daughter once said to me, “Cambodia is about the people” and I know now what she means.
With a genocide in the collective living memory of a people, Cambodians have a remarkable outlook.  Forgiveness can be explained by this definition illustrated in a well-known Tibetan Buddhist story about two monks who encounter each other some years after being released from prison where they had been tortured by their captors. “Have you forgiven them?” asks the first. “I will never forgive them! Never!” replies the second. “Well, I guess they still have you in prison, don’t they?” the first says.
In Cambodia there are families who live on less than $1 a day, who live from meal to meal. There are families who grow some rice and during productive seasons, will have enough rice to eat without surplus to trade for money or goods. The Government offers free medical assistance to the poorest families and a discount of 50%  to those who have a little rice.
I met a man from the village of Peak Sneng, who had been shot in the spine during the Khmer Rouge slaughter. The stillness of the night and the gentle breeze under the trees were the backdrop to his story.  He spent three years in hospital undergoing operations to save his life. He later married, had three children and then looked after a fourth child when his daughter became pregnant after a rape attack. His wife left him and went to Thailand. He now looks after three of those chn, one of whom has cerebral palsy. His oldest boy is at Siem Reap at University. Through the love of sport he has become skilled at soccer. Although confined to a wheelchair, in part held together by some rope, has represented his country in a number of overseas competitions. and is the sport teacher at the local junior high school, which by the way, has no soccer field.  We took some soccer balls to the school- a request that came directly from this gentleman.

 

Buddhist Teachings

Advancing Global Citizenship Education

UNESCO Asia Society partnership

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.

www.globaleducation.edu.au

http://www.marketwired.com/press-release/-2081442.htm

The MDGs-where to now?

MDG momentum
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.

How ya gonna keep ’em down on the farm?

fishery farming

Did you know that there are 570 million farms around the world and 500 million of them are owned by families?
These families live in both developing and developed countries.
Did you know that floods that occurred every 100 years are predicted to occur every 25 to 50 years?

Family farming

So it makes sense to not only acknowledge the work these families do, but to also think about the ways we can continue to support them to continue feeding themselves and us.

When you plan a unit of inquiry around food, add a global perspective and look at families, farming, affect of the climate and our connections. In this way we can foster insight, understanding, empathy and the learning needed to find sustainable ways to overcome the challenges that face us.

Take a Virtual Farm Visit linking to the Australian Curriculum Year 4 – 7 Technologies Curriculum and Year 4 and 5 Geography

Activities for Investigating agriculture in Australia can be found at AgriFoods

Behind the brands explores the connection between big companies, sugar and land grabs

Food for thought is a game for learning about small scale farmers and fairness in the global food system

Take action at Aussi Smart

-Keep me posted with your units centred around food.  Dig deeper, think wider and send me your global reach with your unit of inquiry.