One World Centre educating for a just and sustainable world One World Centre educating for a just and sustainable world

What’s Global Education? “Enabling young people to participate in a better shared future for all is at the heart of global education. Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change. Students learn to take responsibility for their actions, respect and value diversity, and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world” Global Perspectives: A framework for global education in Australian Schools Commonwealth of Australia, 2008

Goal 2: All young Australians become successful learners, confident and creative individuals, and informed citizens 2008 Melbourne Declaration on Educational Goals for Young Australians. Melbourne Declaration on Educational Goals for Young Australians

Active and informed citizens: are committed to national values of democracy, equity and justice, and participate in Australia’s civic life are able to relate to and communicate across cultures work for the common good, in particular sustaining and improving natural and social environments are responsible global and local citizens. act with moral and ethical integrity

Perspectives : Ruane & Kavanagh et al (2010) Children are capable of seeing another’s perspective Poverty : Ramsey (1990) Children could categorise pictures of people according to perceived affluence Fairness : Theimer (2001), Ramsey (1991) Children believe certain situations are unfair Active citizenship : Ramsey (2008) Children as young as 4 can engage in social activism. Ruane & Kavanagh et al (2010) Young Children’s Engagement with Issues of Global Justice

Global parallels to classroom experiences Name calling, exclusion (prejudice) Sharing, working together (interdependence) Arguments over materials (resource distribution) Protests that the rules are unfair (human rights) Use of consumable materials (sustainability) Fountain, Susan Learning Together: Global Education 4-7 pp3-4

Early Years Learning Framework 1. Children have a strong sense of identity sense of agency, interact with care, empathy and respect. 2. Children are connected with and contribute to their world. Understanding of rights and responsibilities, respond to diversity with respect, become aware of fairness, become socially responsible Hygiene education. Cambodia Image Credit: Cathy Reid, AusAID

AC: 3 Cross curriculum priorities Sustainability: - environmental - social - political Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

Interconnectedness – here in Australia and beyond Diversity – being culturally competent, valuing the lives and stories of others Taking informed action for the future

AC: General Capabilities Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding Context for literacy, numeracy, ICT capability

Know your potato

The Danger of a Single Story – Chimimanda Adiche Image Credit: Chris Boland

Contemporary / Traditional Everyday / Ceremonial Commonalities / Differences Within / Between 4 ways of thinking about culture

Interconnection and Globalisation Year 2 (and Year 6) Geography The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world. (ACHGK012) Yr 3-4 Visual Arts draft Explore and explain visual arts works and comment on the connections with Australia, the Asia region and other world regions Image Credit: Adam Cohn

Social Justice & Human Rights Year 6 Geography Differences in the economic, demographic and social characteristics between countries across the world. (ACHGK032) Yr 6 Civics and citizenship draft Identifying the obligations people may consider they have as global citizens, such as an obligation to be aware of human rights issues Image credit: jasimsarker

Identity & Cultural Diversity F Languages: Indonesian draft 1.14 Identify own language and culture and notice that these impact on how we communicate with others who may or may not share the same language and culture. Yr 2 Maths:Measurement and Geometry Name and order months and seasons (ACMMG040) Image credit: DIAC Images

Peace Building &Conflict Resolution Yr 2 English Use interaction skills including initiating topics… and voicing disagreement in an appropriate manner… (ACELY1789) Year 6 History Experiences of democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, and women. (ACHHK114) Image credit: Cameron Tero

Sustainable futures Yr 1 Science People use science in their daily lives, including when caring for their environment and living things (ACSHE022) Year 5 Geography skills Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039) Image Credit: Se Hasibagen, AusAID

NATURAL The conservation of living things, resources and support systems ECONOMIC Employment and income that is ongoing and fair SOCIAL Peace, equality and human rights, especially for the most vulnerable POLITICAL Access to decision-making and influence over your own life and place Interlocking pillars of Sustainability (UNESCO)

From the rationale of AC: History: The study of history is based on evidence derived from remains of the past. It is interpretive by nature, promotes debate and encourages thinking about human values, including present and future challenges.

From the rationale of AC: History: The process of inquiry develops transferable skills such as: the ability to ask relevant questions critically analyse and interpret sources consider context respect and explain different perspectives

Reconciliation: Ideas for the upper primary Classroom

There needs to be more talking with, and less talking about, Aboriginal people - more sitting down together and less shutting out - Patrick Dodson

NATURAL The conservation of living things, resources and support systems ECONOMIC Employment and income that is ongoing and fair SOCIAL Peace, equality and human rights, especially for the most vulnerable POLITICAL Access to decision-making and influence over your own life and place Interlocking pillars of Sustainability (UNESCO)

Discovery box

Contact us at: 5 King William St Bayswater 6053 Ph: (08)