Global citizens for the 21st century? Andrew Peterson and Deborah Green University of South Australia / HaSS SA Conference Workshop – 28 th February 2015

Workshop Focus Introductions; What is global citizenship in and for the 21 st Century? Models for conceptualising global learning; Refugees - Perspectives; The Atomic Bomb – Peace today; Where to next?

Introductions

Global citizens for the 21st century? - what is a global citizen and what are our aims in relation to global citizenship for the 21 st Century? - what does / could global citizenship look like in your school?

UNESCO Conference

Globalization is getting more complex, and this change is getting more rapid. The future will be more unpredictable… The last 40 years have been extraordinary times. Life expectancy has gone up by 25 years. It took from the Stone Age to achieve that. Income has gone up for a majority of the world’s population… and illiteracy has gone down, from half to about a quarter of people on Earth…

But… there are two Achilles’ heels of globalization. There is the Achilles heel of growing inequality – those that are left out, those that feel angry, those that are not participating… The second Achilles’ heel is complexity – a growing fragility, a growing brittleness. What happens in one place very quickly affects everything else. This is a systematic risk, systematic shock. We’ve seen it in the financial crisis. We’ve seen it in the pandemic flu. It will become virulent and it is something we have to build resilience against. (Ian Goldin, Director of the 21 st Century School, Oxford, UK: 2009)

climate change environmental degradation population growth conflict security energy biodiversity loss forced migration fresh water scarcity extreme poverty disease and health risks education inequalities

Some frameworks for conceptualising global learning

Curriculum Approaches

An Issue-Based Approach

Refugees in Australia (Migration Museum)

Refugee Activity - Perspectives

Shaun Tan – The Arrival

One of the great powers of storytelling is that it invites us to walk in other people’s shoes for a while, but perhaps even more importantly, it invites us to contemplate our own shoes also. We might do well to think of ourselves as possible strangers in our own strange land. What conclusions we draw from this are unlikely to be easily summarised, all the more reason to think further on the connections between people and places, and what we might mean when we talk about ‘belonging’. Shaun Tan

Essentially, The Arrival is the universal story of those who journey to a foreign land. It depicts the pain of departure, the confusion of arrival, the overwhelming sense of dislocation and finally glimmerings of hope. ( Shaun Tan’s The Arrival ’, Fiction Focus, Vol. 21 No. 1, 2007, arrival -pdf ) ‘Somewhere in my past and yours, there is likely to be a suitcase with foreign stamps.’ These images by Shaun Tan explore the pain of departure and loss; the memories of loved ones; hope and yearning for a sweeter life; the courage of the migrant – the ‘new arrival”. (

Exploring Perspectives Looking at the six sources (Tan video/book, UNHCR posters, Australian Government poster, newspaper headlines; child’s drawing)… Mind-map ways that you could use these with your students to explore different perspectives?

ABC Inside Detention

7:30 Report – Towed Back

Connecting back to the curriculum

Developing from the Curriculum The Atomic Bomb & Peace Today

Historical Significance Partington’s model (taken from Wrenn, 2011): Importance – to the people living at the time; Profundity – how deeply people’s lives have been affected by the event;; Quantity – how many lives have been / were affected; Durability – for how long have people’s lives been affected; Relevance – the extent to which the event has contributed to an increased understanding of present life. Counsell’s model (2004): Remarkable – the event/idea/person was viewed as remarkable by people at the time and/or by people since; Remembered – the event/idea/person was important to a given set of people at some point in time; Resonant – people like to make analogies to the event/idea/person, drawing back to it and making connections to it; Resulting in change – the event/idea/person had consequences for the future; Revealing – the event/idea/person reveals other aspects of the past.

Truman’s Announcement

Global Citizens for the 21 st Century – Peace

Sadako’s Crane

Gill Hicks and MAD nests ‘We have such incredible ability and power to make choices, to make a positive difference and to leave the world better off than when we entered – to create our own personal legacy.’ Gill Hicks MBE

Building from studying the use of the Atomic Bomb in WW2 how could you explore peace today with your students to develop their global learning?

Where to next?