Activity 1 - What is global education?

Global education teaches students the values, skills, attitudes and knowledge which will enable them to be aware and empowered global citizens of the future, able to work for a peaceful, just and sustainable world for all.

Source: Think Global: Global perspectives in the lower primary classroom,
Curriculum Corporation, page 3

Agricultural workers in the Philippines replanting trees. The practice of felling trees unsustainably has been replaced with a greater commitment to caring for the environment. Photo: David Haigh/AusAIDGlobal education is concerned with promoting a critical awareness of global concerns. A course in global education:

The common goals of global education include empowerment, social progress for all, survival of the world and its people, involvement and action and worldwide justice.

Global education can be best understood through a global perspective. Read about this and then study the following diagram outlines a number of educational approaches which can be used when teaching with a global perspective.

Global education explores many important concepts which are introduced in students' early years. These concepts are then built upon for older students.

Our World. - valuing justice - democracy - peace - sustainability of people and places in our world Images and perceptions. - challenging stereotypes of rascism, sexism and other cultures - detecting bias -different perceptions - images Self-esteem. - valuing ourselves and others - valuing cutural diversity - friendships - families Communication and conflict management. - developing social skills - verbal and non-verbal communication - non-violent problem-solving - gender, toys and violence Peace. - personal peace - world peace - peaceful relationships - cooperation Human rights. - social justice - meeting basic rights - work and child labour - refugees - women and girls Interdependance. - connections between all living things - collaboration rather than competition - shared goals - cooperation - culture Change and the future. -time: past, present, future - probable and preferred futures - creating sustainable futures

Open your workbook.

This activity aims to introduce you to an example of global connections which occur in everyday lives and highlights the key global concept of interdependence.

Villager from Puok, Siem Reap Province – a region that once was heavily contaminated with landmines. Since their clearance women from the area have been able to return to their former occupations of tending to the village crop – in this case eggplants (aubergines). Photo: Doug Melvin/AusAIDQuestion 1

Read the description The world in my morning 1.

List all the global connections that might occur in this story.

Question 2

This is a familiar scene in many homes and is useful to show the many global connections which occur in our daily lives. Read about the global connections in The world in my morning 2.

How many connections were actually made in this story? Open the world map and highlight all the countries mentioned in the story.

Question 3

Describe how The World in my Morning might be a useful activity for your students to complete?

Launching on of the new canoes built by the South Malakula Canoe ProjectQuestion 4

Identify the subjects/topics in which such an activity might be useful.

The World in my Morning could be used as an activity in your classroom. You could develop your own version of this activity by using products around your home. Alternatively, your students could develop their own activity.

An alternative activity is It's a small world. Consider conducting one of these activities with your class or during teaching rounds.

Question 5

How do these activities reflect the concept of interdependence?

Save and close your Workbook and then return to Part A: What is Global Education.