 |
The answers to the following questions have been developed from the national
statement Global Perspectives: A statement on global education for Australian
schools, 2005 published by Curriculum Corporation. For an online copy and
an introductory PowerPoint presentation see:
http://www.globaleducation.edna.edu.au/globaled/page122.html
What is Global Education?
In Australian schools, global education is a cross-curricular perspective that
is concerned with:
- understanding international development issues and ways to reduce poverty
- peace-building and resolving conflict
- appreciating and valuing diverse cultures, languages and religions
- promoting human rights and social justice
- working towards environmental sustainability
Global education not only provides students with conceptual knowledge and skills,
but also helps to develop positive attitudes and values, and a willingness to
participate actively in shaping the future.
What is a global citizen?
Global education enables and equips young people to be global citizens.
A global citizen is one who:
- is aware of the wider world, shares a sense of community and has a sense
of his or her own role as a world citizen;
- respects and values diversity;
- is willing to act to create a future where the rights of all people, social
justice and sustainability are more secure;
- is willing to take responsibility for their actions.
Global Perspectives: A statement on
global education for Australian schools, p.
7
Why adopt a global perspective?
A global perspective offers students and teachers:
- an approach which takes into account the whole of human society and the
environments in which people live;
- an emphasis on the future, the dynamic nature of human society, and each
person's capacity to choose and shape preferred futures;
- an opportunity to explore important themes such as change, interdependence,
- identity and diversity, rights and responsibilities, peace building, poverty
and wealth, sustainability and global justice;
- a focus on cooperative learning and action, and shared responsibility;
- an emphasis on critical thinking and communication;
- an opportunity to develop positive and responsible values and attitudes,
important skills and an orientation to active participation.
Global Perspectives: A statement on
global education for Australian schools, p
.3
What are the learning emphases or themes of global education?
These learning emphases represent areas of concern which are topical, influential
and significant for all learners.
They relate to all learning areas and all stages of schooling, although some
may be better suited to treatment at particular stages:
- One world: globalisation and interdependence
- Identity and cultural diversity
- Dimensions of change
- Social justice and human rights
- Peace building and conflict
- Sustainable futures
Global Perspectives: A statement on
global education for Australian schools, pp.
10-13
How can schools develop a global perspective?
- Include global education principles in school policy and curriculum.
- Apply global education principles in relationships between people in the
school community and the wider community.
- Promote concern for social justice and the environment throughout all curriculum
areas.
- Provide teachers with professional development to build skills and knowledge
of global education principles and to apply them to the curriculum and classroom
organisation.
- Foster active participation of students through decision making and taking
responsibility for their own learning.
Global Perspectives: A statement on
global education for Australian schools, Appendix
1, p. 22
How does a global perspective assist in educating for sustainable futures?
People affect the environment in many ways as they grow and cook food, wash, heat and cool buildings, travel and produce goods. The combined effect of all such activities is measured through a person’s ecological footprint, or the area of land needed to support his or her particular lifestyle. The average Australian’s ecological footprint is 7.1 hectares per person, well above the estimated sustainable use of the earth’s biological capacity of 1.9 hectares per person.
A healthy planet is vital for healthy people, societies and economies. Concern about the impact of people on the earth is expressed in many international and Australian statements and policies.
Some of the international statements focusing on changing our behaviour to ensure sustainable living are:
- Agenda 21 outlined a detailed plan for sustainable development at the 1992 United Nations Conference on Environment and Development (Earth Summit)
- Kyoto Protocol
- Millennium Development Goals 7 – ‘Ensure Environmental Sustainability’
- UN Decade of Education for Sustainable Development (2005–2014)
- International Years – 2006 Deserts and desertification and 2007 Polar Year focus on protecting these fragile environments.
Educating for a sustainable future, A National Environmental Education Statement for Australian Schools, endorsed by all Australian and State/Territory Ministers for Education through the Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA),provides a vision and framework for schools to achieve sustainability. It has much in common with the global perspective outlined in Global Perspectives, A statement on global education for Australian schools. Both:
- outline the need for learning about the environment and developing the social and political skills to take action to create a sustainable future
- recognise the impact of people on environment and how the environment shapes human activities
- recognise the effect cultural, socioeconomic and political systems have on decisions about the environment
- value Indigenous knowledge
- develop a sense of optimism about the future, balanced with a realistic understanding of the difficulties and challenges ahead
- integrate the goals of conservation, social justice, cultural diversity, appropriate development and democracy
- acknowledge the need for a whole-school approach – shared vision, cooperation, democratic decision making and interaction with the wider community
- advocate a cross-curricular approach to develop the deep understandings, skills and values needed to create a better world.
The two statements contain many overlapping concepts:
Sustainable futures |
Global perspectives |
Interdependence |
One world: globalisation and interdependence |
Resource management |
Sustainable futures |
Diversity |
Identity and cultural diversity |
Natural environment |
Dimensions of change |
Cultural environment |
Social justice and human rights
Peace building and conflict |
Values and lifestyle choices |
Values and attitudes |
Social participation |
Action and participation |
Many different themes based around the use of water, energy, food production and lifestyles could be developed using both perspectives and acknowledging the interaction of the financial, human and environmental resources necessary for a sustainable future.
The two statements, Educating for a sustainable future, A National Environmental Education Statement for Australian Schoolsand Global Perspectives, A statement on global education for Australian schools, provide some broad guidelines for working together for a more sustainable future. They have complementary approaches. Through an environmental perspective students develop an understanding of ecosystems, biodiversity and natural cycles to help them evaluate data and review human use of the environment. In contrast, a global perspective develops students’ awareness of human rights, the diversity of people and the dimensions of change and its affects on people, to help them question inequality and develop skills to resolve conflict and take action for building a sustainable future for everyone. Both acknowledge the interdependence of the environment and people and challenge students to question current practices and take action to create a future that is sustainable environmentally, socially and economically.
What resources are available?
Start with the Global Education website:
http://www.globaleducation.edna.edu.au/
The following books, published by Curriculum Corporation on behalf of AusAID,
are a good general introduction to global education:
- Global Perspectives: A statement on global education for Australian schools
- Think Global, Global perspectives in the lower primary classroom
- Look Global, Global perspectives in the upper primary classroom
- Go Global, Global perspectives in the secondary classroom
- Globalise Me! A student's guide to globalisation
Details at: http://www.curriculum.edu.au/catalogue/
How do I keep up-to-date with global education?
-
Subscribe to the Global Education Newsletter to receive a newsletter each
month updating you on the additions to the Global Education website, updates
on current issues and professional development around Australia.
To subscribe, send a blank email to: join-globaleducation_news@edna.edu.au
- Subscribe to AusAID's Focus Magazine, the magazine of Australia's overseas
aid program. For your free subscription, send an e-mail to: books@ausaid.gov.au
The publication is also available on the Internet:
http://www.ausaid.gov/au/publications/
- Receive Global Education website news and recently added items delivered
to your desktop via RSS feed
Who provides professional development in global education?
The Australian Government's overseas aid agency supports professional development
in global education for teachers and trainee teachers throughout Australia.
Contact your State or Territory Global Education Professional Development Provider
for further information, resources and details of workshops they offer.
http://www.globaleducation.edna.edu.au/globaled/page156.html
|
Print View
