1. The Global Teacher
“You must be the change you wish to see in the world.”
Mohandas Gandhi

2. Do global issues need a “global teacher” and a “global classroom”?
If so, what would they look like?
Boyd Roberts
ECIS Pre-conference, November 2007

3. The Global Teacher Why 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?

4. Global “issues” Two meanings to care about to do something about
Concerns
to care about
to do something about
Topics
to study
to discuss critically
Topics
to study
concerns
To care about
To do something about

5. 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

6. good 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

7. 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

8. 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

9. Skills Critical thinking Ability to argue effectively
Oxfam (2006)
IB (Hill 2007)
Critical thinking
Ability to argue effectively
Ability to challenge injustice and inequalities
Respect for people and things
Co-operation and conflict resolution
Critical reflection
Problem-solving
Inquiry
Working collaboratively
Cultural literacy
Lifelong learning
Conflict resolution
Transdisciplinary and holistic learning

10. 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)

11. 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)

12. ACT CARE AWARE “SHARE” Desirable outcome e.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

13. ACT
CARE
about
AWARE
Pre-requisite for but does not necessarily lead to action
Pre-requisite for but does not necessarily lead to caring about something

14. ACT
“SHARE”
CARE
about
AWARE
Global citizenship
Level of awareness

15. 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

16. 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

17. A global teacher is actively learning and seen to be so
promotes independent learning in others
can work with students as a co-learner

18. 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

19. 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

20. Motto: The impossible done immediately. Miracles take a little longer
Utopia World School
Motto: The impossible done immediately.
Miracles take a little longer
GLOBAL TEACHER WANTED
Minimum qualifications:
Only saints and angels need apply
(Superheroes preferred)

21. A global teacher is a person who
is prepared to show their humanity and fallibility in their work

22. Handling controversial issues

23. 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

24. Styles of interaction Dialogic pedagogy 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
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)

25. Dialogic teaching is Collective
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 view
Alexander, 2004

26. Handling controversial issues
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

27. Handling controversial issues
Consider the role(s) you will adopt as a teacher.

28. 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

29. 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.

30. 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

31. Handling controversial issues
Prepare well
Good background knowledge helps.
Consider the role(s) you will adopt
Ensure:
Balance
Objectivity
Avoid bias

32. The Global Classroom

33. The global classroom Classroom physical environment
Displays
Layout etc
Use of resources
Materials used
Contact with the outside
Methodology
Classroom physical environment
Learning materials and methods
Classroom climate

34. 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

36. Territory size shows the proportion of all cellular telephone subscriptions found there in

37. 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

38. The physical classroom environment
can be
enabling
or disabling
But, it is not enough
As always, it’s the teacher that counts.

39. 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

40. 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

41. 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

42. 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

43. 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

44. Global issues Classroom issues Environmental 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

50. I am only one, But still I am one
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 – 1909
American author and clergyman

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