the global teacher

The Global Teacher

“You must be the change you wish to see in the world.”

Mohandas Gandhi

1869 - 1948

Do global issues need a “global teacher” and a “global classroom”?

If so, what would they look like?

Boyd RobertsECIS Pre-conference, November 2007

The Global TeacherWhy are global issues so important?

Is teaching about global issues like teaching any other material?

When teaching about global issues, what

are we trying to achieve?

In what ways should our students be different because of learning more about global issues?

Global “issues”

• to care about• to do

something about

Concerns

• to study• to discuss

criticallyTopics

Two meanings

A global citizen

is aware of the wider world, shares a sense of community and has a sense of their 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.

Curriculum Corporation (2002), Victoria, Australia

goodA /global citizen

is aware of the wider world, shares a sense of community and has a sense of their 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.

Curriculum Corporation (2002), Victoria, Australia

A global citizen

is aware of the wider world and has a sense of their own role as a world citizen

respects and values diversity

has an understanding of how the world works

is outraged by social injustice

A global citizen…

participates in the community at a range of levels, from the local to the global

is wiling to act to make the world a more equitable and sustainable place

takes responsibility for their actions

Oxfam 2006

SkillsOXFAM (2006)

Critical thinking Ability to argue

effectively Ability to challenge

injustice and inequalities

Respect for people and things

Co-operation and conflict resolution

IB (HILL 2007)

Critical reflection Problem-solving Inquiry Working

collaboratively Cultural literacy Lifelong learning Conflict resolution Transdisciplinary and

holistic learning

Attitudes and values Sense of identity and self-esteem

Empathy

Commitment to social justice and equity

Value and respect for diversity

Concern for the environment and commitment to sustainable development

Belief that people can make a difference

Oxfam (2006)

Dimensions of learning observed in global issues teaching

Cognitive Learning new facts and concepts Affective Feelings associated with the new facts and

concepts Existential Feelings may prompt consideration of deeper

issues such as the meaning of life Empowerment If resolved, existential feelings can lead to a

sense of personal responsibility and commitment Action Informed personal social and political action

Rogers (1998)

ACT

“SHARE”

CARE

AWARE

Desirable outcomee.g. caring for making a difference

Caring about in real situations only

Empathy – can be shown in real-life and

fictional situations Knowledge about the issue acquired indirectly

(read about or taught) acquired through experience

ACT

CAREabout

AWARE

Pre-requisite for but does not necessarily lead to action

Pre-requisite for but does not necessarily lead to caring about something

ACT

“SHARE”

CAREabout

AWARELevel of

awareness

Global citizenship

A global teacher

demonstrates and promotes an informed, critical and reflective interest in important and complex issues and concerns

recognises local, national and global dimensions in important issues

embraces and welcomes diversity

is a facilitator

A global teacher

believes in human potential

is concerned with the development of the whole person

employs a range of teaching / learning styles in the classroom

A global teacher

is actively learning and seen to be so

promotes independent learning in others

can work with students as a co-learner

A global teacher

says what (s)he believes and believes what (s)he says

sets their work in context, and works collaboratively with others inside the school and in the wider community

A global teacher

is concerned with the future, and optimistic about it

is caring

believes in the ability of the individual to make a difference, and encourages his/her students to believe and act accordingly

Utopia World SchoolMotto: The impossible done immediately.

Miracles take a little longer

GLOBAL TEACHER WANTED

Minimum qualifications:

Only saints and angels need apply

(Superheroes preferred)

A global teacher is a person who

is prepared to show their humanity and fallibility in their work

Handling controversial issues

A controversial issue is one in which:

the subject /area is of topical interest

there are conflicting values and opinions

there are conflicting priorities and material interests

emotions may become strongly aroused

the subject/area is complex

Claire and Holden, 2007, after Perry

Styles of interaction

PEDAGOGIC DIALOGUE Controlled by teacher

Directed towards “right” answers

Right answers are valued

Closed teacher questioning

Teacher has more “talk time” than students

Limited participation

Outcome focused Teacher owns the truth

DIALOGIC PEDAGOGY Teachers and students share control Directed towards exploring possibilities

“Wrong” answers and risk-taking are valued Open-ended teacher questioning Students have more “talk time” than teachers Inclusive participation

Unpredictable Truth is the shared outcome

Skidmore (2002)

Dialogic teaching is Collective

Teachers and students address learning tasks together, whether as a group or a class

Reciprocal

Teachers and students listen to each other, share ideas and consider alternative viewpoints

Supportive

Students express their views freely, without fear of embarrassment over “wrong” answers; they help each other to reach common understandings

Cumulative

Teachers and students build on their own and each others’ ideas and develop them into coherent lines of thinking and enquiry

Purposeful

Teachers plan and steer classroom talk with specific educational goals in viewAlexander, 2004


Establish some ground rules: Only one person talking at a time – no interrupting

Show respect for the views of others

Challenge ideas not people

Use appropriate language – for instance no racist or sexist comments; no abusive language

Ask everyone to express his/her view to ensure that everyone is heard and respected

Students should give reasons why they have a particular view

Oxfam, 2006 Teaching controversial issues


Consider the role(s) you will adopt as a teacher.

Teacher’s role in teaching controversial issues

Committed Teacher expresses and propagates his/her own views

Objective or Academic

Explains all viewpoints without stating own position

Devil’s Advocate Adopts provocative stance

Advocate Ensures all viewpoints presented, then presents own.

Impartial chairperson

Facilitates discussion but does not present own view.

Declared interest Teacher declares own viewpoint at the outset, then presents all positions as objectively as possible

Research on teaching controversial issues (Oulton et al,2004)

Acknowledge that balance is impossible to achieve in our teaching, and therefore make students aware of how to detect bias for themselves.

Research on teaching controversial issues (Oulton et al,2004) cont.

Avoid strategies that encourage students to make up their minds prematurely. Rather encourage open-mindedness, desire to acquire more information and willingness to change one’s mind.

Emphasise critical reflection, and recognising that prejudice comes from lack of this


Prepare well Good background knowledge helps.Consider the role(s) you will adopt

Ensure:

Balance Objectivity

Avoid bias

The Global Classroom

The global classroom Classroom physical

environment

Learning materials

and methods

Classroom climate

Displays Layout etc Use of resources

Materials used Contact with the outside

Methodology

Global classroom environment

Displays Relating to global issues Maps with different projections Reflect diversity, including cultural, linguistic, ethnic

and social diversity Reflect diversity of viewpoints Include reminders to students on how to detect bias Up to date Avoid stereotypes Value students’ work Screen displays

Territory size shows the proportion of all cellular telephone subscriptions found there in 2002 www.worldmapper.org

Global classroom layout

Chairs and tales set out to enable and encourage interaction and group work

Physical organisation to encourage independence and responsibility

Access to Internet for personal and group research within the classroom

The physical classroom environment can be

enablingor disabling

But, it is not enough

As always, it’s the teacher that counts.

Global classroom: resource use

e.g. Use all resources and materials carefully Avoid waste (of energy and materials,

including food) Use recycled paper, and use carefully

when necessary. Use both sides Re-use scrap paper Recycling bins within the classroom

Global classroom materials

Diversity and variety of materials

Sourced internationally, where appropriate

Include reference to global issues

Varied perspectives, where appropriate

Check for bias etc

Inclusive on all fronts

Global classroom contacts

Organisations e.g. NGOs, UN agencies, national organisations concerned with global citizenship etc.

Outside speakers

Use of ICT e.g. global conferences

Get out of the classroom

School links

Global classroom methodology

Dialogic pedagogy

Students work collaboratively

Students assume a variety of roles, unrelated to gender and other characteristics

Focus on critical reflection and problem-solving

Make use of cultural diversity within the classroom

Global classroom climate

Affirming and open atmosphere based on mutual respect and trust

Respectful of rights of young people

Actively welcoming of diversity

Conscious of need to be inclusive Encouraging all students to contribute – in appropriate and different

ways, relating to their personalities, abilities and learning styles

Students share in decision-making

Global issues Classroom issuesEnvironmental awareness Name calling

Peace and conflict Arguing over things

Justice Excluding others

Interdependence Complaints that things aren’t fair

Discrimination Wasting things

Distribution of resources Sharing

Prejudice Fighting

Young and Commins, 2002

I am only one, But still I am one. I cannot do everything, But still I can do something; And because I cannot do everything I will not refuse to do the something that I can do.

Edward Everett Hale 1822 – 1909American author and clergyman

Do your little bit of good where you are; it’s those little bits of good put together that overwhelm the world.

Desmond Tutu

the global teacher

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