Global Education: Linking the Development Perspective with
the Syllabus
Martin Pluss
plu@idx.com.au
m.pluss@staff.tara.nsw.edu.au
Global Education is an all encompassing concept. For the purpose of this article
and Geography Teachers Association of NSW (GTANSW) involvement, our focus is
on Global Education from a development perspective. Global Education can be
applied to sections of Stages 4, 5 and 6 NSW Geography (Board of Studies, 1998).
Stage 4
The content of each Focus Area in Stages 4 and 5 has relevant material. The
Global Education concepts can be married to sections of each Focus Area. The
key Global Education Development concepts are outlined in the Australian Government
Overseas Aid Program Home Page (http://www.globaleducation.edna.edu.au/) and government
funded publications such as Go Global: Global perspectives in the secondary classroom (Triolo, 2000). These combined with the Syllabus Focus Areas (BOS,
1998) provide a valuable means of focussing internet research and integrated
teaching and learning.
4G1 Investigating the World
An understanding of the spatial and ecological dimensions of the Nature of
Geography not only provide the basis of Geography but also a launching point
to understand the development perspective from a spatial viewpoint.
4G2 Global Environments
The focus on shared spaces and spatial organisations and their interaction
with types of urban communities, particularly indigenous people, can be examined
from a development perspective both within and outside Australia.
4G3 Managing Global Environments
The emphasis on global citizenship, global commons and fundamental human rights
are linked to Global Education in the study of spatial variables in life's opportunities
throughout the world. Studies of poverty and wealth, access to food, shelter
and clean water, the provision of health care, education and the like combined
with a study of the action of individuals and groups to improve the quality
of environments and the well being of people, are the "bread and butter"
of Global education from a development perspective.
Stage 5
5A1 Investigating Australia's Environment /5A2 Changing Australian Environments
Even though Stage 5 focusses on Australia, there are sections of the content
suitable for Global Education. Some of the key factors which influence Australia's
identity can be viewed from a global perspective, particularly in relation to
indigenous people. Also there are many processes of a global nature which change
Australian communities such as the impact of new technology, globalisation of
economic activity and recognition of native title.
5A3 Issues in the Australian Environment
This Focus Area can be substantially understood using Global Education, especially
when it comes to investigating an issue from Group A or Group B concerning issues
arising from a study of physical and human environments respectively. The articulated
processes, for example, "any implications for social justice and equity"
and the methodology such as demonstrating " active citizenship" can
be focussed in a way to examine Global Education from the development perspective.
5A4 Australia in its Regional and Global Context
This Focus Area is the best suited of all the Focus Areas in Stages 4 and 5
to teaching and learning using resources of Global Education. The regional and
global trends do need to be understood in an international context. The strategies
for a better future can heavily draw on Global Education organisations such
as the United Nations, the World Bank and NGOs. Such information, useful for
this topic and the above mentioned Focus Areas, can be obtained from the extensive
research using the World Wide Web.
Stage 6
HSC Course
There is relevant Global Education content in the HSC Course. The impacts and
traditional practices of the indigenous people on ecosystems can be a focus
of Ecosystems at Risk, especially in developing countries. Relevant issues concerning
urbanisation, water, sanitation, population, health, environment, poverty, education
disasters, refugees, women, child labour and good government can be the Global
Education focus of mega cities case studies in Urban Places. Finally, depending
on the People and Economic Activity studied, there are Global Education concepts
of use in teaching and learning.
Preliminary Course
In the Preliminary Course, the Option on Development Geography lends itself
well to the study of Global Education from a development perspective. There
can be a systematic treatment of Global Education concepts and key issues of
development. Some examples include the nature of development, use of indicators
to show spatial variation in development, issues arising from spatial patterns
such as food, shelter, social support, health and education opportunities and
equity issues in relation to ethnicity, class, gender and ecological sustainable
development.
References
Triolo, R. (2000). Go Global Curriculum Corporation, Carlton South.
Geography Stages 4-5 Syllabus (1998). Board of Studies NSW, Sydney.
Contacts
Global Education Project
Email: blisses@bigpond.com
Geography Teachers Association of N.S.W.
http://hsc.csu.edu.au/pta/gtansw/
Web Page Manager - Martin Plüss plu@idx.com.au
or m.pluss@staff.tara.nsw.edu.au
G.T.A. Office Manager - Marilyn Herrod geog@idx.com.au
Telephone (02) 9807 3586 and Fax (02) 9807 3589
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