why isn't that in the textbook?
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The slides for my #globaled12 presentation.TRANSCRIPT
“The educational paradox of the beginning of the twenty-first century lies in the disconnect between the superb institutional capacity of schools and their underperformance in preparing students to invent a future that appropriately addresses the global challenges and opportunities shared with their fellow world citizens.”
(Professor Fernando Reimers, Harvard Graduate School of Education)
Life around 1900
Impact of World War I
Experiences during the interwar period
Impact of World War II
Impact of the Vietnam War
Changing patterns of migration & the achievements of thewomen’s movement
Changing patterns of migration & the achievements of thewomen’s movement
Impact of the Vietnam War
Impact of World War II
Experiences during the interwar period
Impact of World War I
Life around 1900
Anzac Legend
“In 1915, when the Dardanelles campaign was launched, Colonel Mustafa Kemal became a national hero by winning successive victories and finally repelling the invaders. In our schools, in each class we have his photo to remember our hero.”
Sent by a Turkish primary class
“You have helped us understand the Turkish side to World War One, which we had no idea about. We learned how the Ottoman Empire shrank to being the size of Turkey. We learned how the Turkish people really want to remember the men and women who died in the war fighting for their country, and we also learned about Mustafa Kemal becoming president of the republic and creating a new political system and giving power to women. We are proud that Turkey and Australia are now such good friends.”
My students’ response to Turkey
“I’ve never been asked to reflect back on the history of my life and how it constructs who I am. This is the first time I’ve ever had to think about major events in my life.”
TJ in response to the Harvard research project.
“Cowra was lucky because a prisoner of war camp for the Japanese was built here. This meant lots of business for the local shops. I remember the day the day the prisoners broke out of the camp. My brothers and I were at home alone because my parents had gone to town and we didn’t know why so many planes were flying around. They were looking for the escaped Japanese prisoners. It didn’t take long for guards to find the escapees. My father found one a few days later on a farm near where we lived.”
Alex’s grandmother
I distantly remember the day when the Japanese came into Beijing. I think I was 6. I don’t know much about the world wa,r but a bit more about the war between China and Japan. I actually didn’t see the Japanese on the day because my parents hid me from them. I think it was because I was so small and they didn’t want me to see what was happening outside but I could hear gunshots and screaming. I had 3 brothers and 2 sisters and I told you that they tried to hide us but eventually they found our parents. They didn’t get executed like what I saw happen to everyone else, I never found out how they did it because they never wanted to speak of it again.
Graham’s grandmother
“My grandfather's cousin's role, which he helped him with sometimes, was to spot aircraft off the coast of Sydney and report every aircraft seen. He would then radio back information on all the aircraft and this information would be checked to ensure the aircraft was friendly. He also remembers how the waterfront houses with boats around Woy Woy on the Central Coast had their boats removed from the moorings so that if a Japanese invasion were to occur there would be no small boats to assist their transport. The small private boats were stored at the Gosford Racetrack.”
Rory commenting on his grandfather’s recollections.
Keep history “filled with as much contention as possible, don’t turn it into a cheery Disney history.”
(Former NSW Premier Bob Carr, 2006)
“During President Obama's inauguration four years ago, there were many people in the crowd who 'boo'-ed when President Bush came out [to make his farewell]. Our young children were with us at that historic inauguration. They were surprised by the booing. We asked them to consider how our family would work if once we made a decision together, those of us who weren't happy were bitter and undermining, and those who were happy gloated and put down the 'loser.' ... What could our family really accomplish?”
(Homa Tavangar)
“Little intellectual engagement, a dominance of teachers and textbooks, and minimal problem solving or critical thinking.”
(Wilson, 2001)
“Our students can and should be encouraged to think globally – to broaden their horizons and their historical consciousness alike. It is doubtful that they will understand much history if they do not.”
(Chapman & Facey, 2004)
“When the peasants learned to read, the kings began to look stupid”
“When the learners began to connect globally, the teachers began to look stupid.”