A Global Dimension in Curriculum
Each one of us can be the change that makes a positive difference in this world. Classrooms should reflect a space where learners with multiple identities can benefit from the opportunity of democratic participation without any kind of exclusion or discrimination. This means that the contemporary curriculum needs to be re-designed to encourage creative discussions from diverse perspectives, and to give learners the opportunity to exchange knowledge and ideas on alternative solutions for economic, environmental and cultural global issues. Global dimension in curriculum allows students to understand their multiple identities,to learn how all economies, environments, societies and peoples are affected by global events and decisions made around the world, and to learn what their roles should be for living together with global identifications and a common vision for better future in an interdependent world at local and global levels The slogan “act locally, think globally” should be the norm not the exception in current knowledge-based global society.
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This guide focuses on strengthening the curriculum dimension known as education for learning to live together (LTLT), which incorporates areas of life skills, citizenship, peace and human rights. The Guide is addressed primarily to policy-makers and curriculum planners in national education ministries – or NGO programme managers. Educators working in
diverse settings may also find it useful. Chapter (2) provides with an analysis of the goals, objectives and content of learning to live together and life skills, covering basic competencies as well as their application to different subject areas. Chapter (3) looks at the teaching-learning challenges, for these person-centred, values-based and behaviour-focused goals. Chapter (4) explores curriculum evaluation, and develops a conceptual framework for the LTLT/life skills dimension of education. Chapter (5) examines the institutional aspects of programme design, monitoring and evaluation. Chapters (6) and (7) deal with technical aspects of monitoring and evaluation. Chapters (8) and (9) suggest some approaches to evaluation of LTLT/ life skills education in schools and teacher training institutions respectively. Chapter (10) explores the analysis and use of evaluation data.
Read more:
http://tandis.odihr.pl/documents/hre-compendium/rus/CD%20SECT%205%20EVAL/PR%20SEC%205/UNESCO%20Learning%20to%20Live%20Together.pdf
Read more:
http://tandis.odihr.pl/documents/hre-compendium/rus/CD%20SECT%205%20EVAL/PR%20SEC%205/UNESCO%20Learning%20to%20Live%20Together.pdf
This paper discusses a curriculum developed to make innovative use of collaborative digital technologies—including video conferences, collaborative blogs, writing on a Wiki, and dynamic chat—as part of an activity-based research project to foster intercultural competencies among students in globally-distributed teams. This paper presents qualitative and quantitative data that indicate successful implementation of the curriculum for facilitating global learning via communication technology tools (digital pedagogy) to offer new knowledge on how best to foster multiple perspectives through developing intercultural capital that enables world citizenship.
Read more:
http://ccr.stanford.edu/archive/articles/Cross_cultural_connections.pdf
The paper aims to initiate discussion of the curriculum in relation to gender, education and development by exploring the global significance of recent interventions on gender, and in particular girls’ education. The first section briefly considers the implications of globalisation as a transformative process on the development of educational knowledge and queries whether the school curricula could address persistent worldwide gender disparities, inequalities and female subjugation. In the second section, the paper focuses specifically on whether new global declarations around gender equality such as those analysed in the UNESCO Education for All Global Monitoring Reports imply certain roles for the school curriculum. The final section addresses the possibilities for gender equality implied by recent interest global citizenship education – a new curriculum subject and approach that promises much.
Read more:
http://recoup.educ.cam.ac.uk/publications/WP17-MA.pdf
Read more:
http://recoup.educ.cam.ac.uk/publications/WP17-MA.pdf
Rafi.ki is a a funky online learning community designed for shared learning at both teacher and student levels all over the world. Using Rafi.ki teachers and students can interact safely with students and teachers across the world through video and audio conferencing, email, instant messaging, and forums.
Read more:
http://www.rafi.ki/site/index.php
Read more:
http://www.rafi.ki/site/index.php
Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, this guideline include two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature.
Read more:
http://etfo.net/globaled/Educating4GlobalCitizenship.pdf
Read more:
http://etfo.net/globaled/Educating4GlobalCitizenship.pdf
Cool Planet is Oxfam’s website for teachers and students. Using the concept of "global citizenship", it aims to assist teachers in bringing the global dimension into their classrooms. The resources are designed to inform and empower young people to work for a more just, secure and sustainable world.
Read more:
http://www.oxfam.org.uk/coolplanet/kidsweb/
This guide is is directed towards course designers and lecturers in specific faculties in Higher Education Institutions: a broad audience,
from teacher trainers and students of World Citizenship Education, to other interest groups such as social and health services, legal aid workers and youth workers, and to all those interested in the society at large.
Read more:
http://www.londonmet.ac.uk/fms/MRSite/Research/cice/pubs/citizenship/citizenship-06.pdf
from teacher trainers and students of World Citizenship Education, to other interest groups such as social and health services, legal aid workers and youth workers, and to all those interested in the society at large.
Read more:
http://www.londonmet.ac.uk/fms/MRSite/Research/cice/pubs/citizenship/citizenship-06.pdf
BBC World Class is an initiative bringing the benefits of international school linking to schools across the UK. BBC World News for Schoolsis a three minutes weekday news bulletin for 7-14 year olds available to download as podcasts.
Read more:
http://www.bbc.co.uk/worldclass/ & http://www.bbc.co.uk/podcasts/series/wnc
Read more:
http://www.bbc.co.uk/worldclass/ & http://www.bbc.co.uk/podcasts/series/wnc
This is a training manual for teachers that provides an explanation on the thematic shift and the recent updates in the discourses related to Education for International Understanding (EIU), a pedagogical exploration that EIU is currently driving, an interlinking exploration between EIU and Education for Sustainable Development (ESD), an updated guide to recommendable modules, and a collection of activities to match with each module.
Read more:
http://www.ias.unu.edu/resource_centre/UNU%20IAS%20and%20APCEIU%20teachers%20training%20manual%20on%20EIU%20and%20ESD.pdf
The Sustainable Development and Global Citizenship (ESDGC) document aims to support teacher trainees and new teachers by pointing to the types of documents which trainee teachers and new teachers should know about.; suggests ways in which they can approach ESDGC in their teaching; looks at the types of strategies which can be used for teaching and learning and at how schools can promote ESDGC through their ethos; and lists some resources and support organisations to help them get started with ESDGC.
Read more:
http://www.esd-wales.org.uk/english/higher_ed/downloads/ESDGC%20teacher%20trainees%20(e).pdf
Voices of Youth offers all children and adolescents a safe and supportive global cyberspace within which they can explore, discuss and partner on issues related to human rights and social change, as well as develop their awareness, leadership, community building, and critical thinking skills through active and substantive participation with their peers and with decision makers globally.
Read more:
http://www.voicesofyouth.org/en
Read more:
http://www.voicesofyouth.org/en
Oxfam believes that poverty is at the root of facing life without enough to eat, without a home, without freedom from violence, without a way of earning a living, without a say in their future. It wastes human talent, leads to conflict and unrest, and encourages the destruction of scarce environmental resources. Oxfam believes that eradicating poverty is the only way to ensure a secure and sustainable future for everyone. If people in our country or in other countries are poor, we are part of their problem. As Global Citizens of the future can become part of the solution. This site helps to find out how Global Citizenship can be incorporated into the school curriculum at all stages.
Read more:
http://www.oxfam.org.uk/education/?coolplanet/teachers/globciti/preks1.htm
Read more:
http://www.oxfam.org.uk/education/?coolplanet/teachers/globciti/preks1.htm
We are interconnected and indeed interdependent; the two concepts imply both sides of a single coin - rights and responsibilities. It is this interrelationship at community, national, and international levels, across cultural, social (including economic) and environemntal dimensions, which gives the interpretation of multicultural education contained in this book its sharper focus.
Read more:
Multicultural Education In A Global Society
Citizenship Teacher: an ever-growing collection of lesson plans and resources, all created by working teachers as well as integrated video clips and computer-based (or 'whizzy') tasks. Resources in pdf format are free to download.
Read more:
http://www.channel4learning.com/learning/microsites/L/lifestuff/teachers/citizens/teachers_citizens.html
Teaching and Learning for a Sustainable Future is a multimedia teacher education programme published by UNESCO. Its 25 modules provide around 100 hours of highly interactive activities designed to enhance the teacher’s understanding of sustainable development and related themes. It also develops practical skills for integrating sustainable development themes into the school curriculum, and for using the teaching methods best suited to the knowledge, values and citizenship objectives of educating for a sustainable future.
About The Program: http://unesdoc.unesco.org/images/0012/001252/125238e.pdf
The Curriculum Website: http://www.unesco.org/education/tlsf/index.htm
Teaching and Learning Strategies: http://www.unesco.org/education/tlsf/TLSF/theme_d/sitemap.htm
About The Program: http://unesdoc.unesco.org/images/0012/001252/125238e.pdf
The Curriculum Website: http://www.unesco.org/education/tlsf/index.htm
Teaching and Learning Strategies: http://www.unesco.org/education/tlsf/TLSF/theme_d/sitemap.htm
This site provides real-world topical content, including 100s of lesson ideas, quizzes, educational games and video clips for teachers.
Read more:
http://news.bbc.co.uk/cbbcnews/hi/teachers/default.stm
Read more:
http://news.bbc.co.uk/cbbcnews/hi/teachers/default.stm
The United Nations Cyberschoolbus is a website about global issues and the UN, for students ages 5-18 and their teachers.
The main website: http://cyberschoolbus.un.org/index.shtml
The Curriculum Website: http://cyberschoolbus.un.org/cur.html
The main website: http://cyberschoolbus.un.org/index.shtml
The Curriculum Website: http://cyberschoolbus.un.org/cur.html
Rethinking Schools began as a local effort to address problems such as basal readers, standardized testing, and textbook-dominated curriculum.
Read more:
http://www.rethinkingschools.org
Read more:
http://www.rethinkingschools.org
Multicultural education is a form of democratic citizenship education that recognizes the plurality of our society, and attempts to bring historically marginalized groups to the forefront of public education, to further develop active democratic citizens. Parker further highlights that “the failure to grasp the interdependence of Pluribus and Unum…is mirrored in the gap between multicultural education and citizenship education.” To explain,multicultural education in fostering citizenship education, attempts to connect the concepts of Pluribus (many) and Unum (one), to create inclusive, equitable, and just societies. Furthermore, multicultural education is not just for individuals that characterize diverse backgrounds, however multicultural education is citizenship education for everyone.
Read more:
http://www.macalester.edu/educationreform/publicintellectualessay/CarolineM.pdf
Read more:
http://www.macalester.edu/educationreform/publicintellectualessay/CarolineM.pdf
This guide will help teachers in:meeting the educational needs of your pupils in a fast-changing,interdependent world; developing their skills and confidence in using participatory, learner-centred teaching methods; assembling a toolkit of activities for the classroom; and helping them educate to make a difference.
Read more:
http://www.oxfam.org.uk/education/teachersupport/cpd/files/GCNewTeacherENGLAND.pdf
Read more:
http://www.oxfam.org.uk/education/teachersupport/cpd/files/GCNewTeacherENGLAND.pdf
New Horizons For Learning is an international network of people, programs, and products dedicated to successful, innovative learning. The website includes free access readings on How do we make systemic change in curriculum, teaching and learning strategies that make it possible for every student to be successful. It also provides new opportunities and ways to integrate technology into the learning process are being created every day.
Read more: www.newhorizons.org
The study of Interdependence and globalisation provides opportunities for students to identify and explore the ways that individuals and communities increasingly depend on each other. They also learn to identify and analyse both positive and negative effects of interdependence and globalisation, and how Interdependence and globalisation overlap with other learning emphases – cultural diversity, human rights and social justice, conflict resolution and sustainable futures in this interconnected world leading.
Read more:
http://www.ptc.nsw.edu.au/SiteMedia/w3svc361/Uploads/Documents/6.%20INTERDEPENDENCE%20AND%20GLOBALISATION.pdf
Read more:
http://www.ptc.nsw.edu.au/SiteMedia/w3svc361/Uploads/Documents/6.%20INTERDEPENDENCE%20AND%20GLOBALISATION.pdf
Using James Banks Stages of Cultural Development Typology, teachers can help students attain higher stages of cultural development and develop clarified cultural,national, and global identifications. James Banks believes that students need to reach Stage 3 of this typology, “Cultural Identity Clarification,” before we can expect them to embrace other cultural groups or attain thoughtful and clarified national or global identifications. The typology is an ideal-type concept.
Read more: http://depts.washington.edu/centerme/Fs04banks.pdf
Imagination and creativity offer both the learners and educator possibility to actively participate in this kind of democratic group dialogue. The playful attitude and collaborative undertaking of drama/theater set the opportunity for learners to take risks, solve problems and develop new insights and reflections. As educator collaborates with the learners, drama/theater invites, uses and brings to life the learners’ own ideas. They share ideas, analyze context and eventually challenge the status quo through improvisation and devising original work. As imagination and creativity are stimulated and enabled in every interaction, the learners and educator are in a journey towards making outcomes that are new and of value.
Read more:
http://www.unescobkk.org/fileadmin/user_upload/apeid/workshops/globalcitizen2010/Creative_Pedagogy_for_Teaching.pdf
Read more:
http://www.unescobkk.org/fileadmin/user_upload/apeid/workshops/globalcitizen2010/Creative_Pedagogy_for_Teaching.pdf
Technological Pedagogical Content Knowledge (TPACK), which emerges from the interaction of content, pedagogy, and technology knowledge. The TPACK framework suggests that quality teaching requires a nuanced understanding of the complex interplays between three key sources of knowledge: technology, pedagogy, and content, and addresses how they play out in specific contexts.Given the changing world we live it, it becomes critical for us to ask ourselves what it is that today’s students need to know to succeed. This article provides seven cognitive tools of transformative learning.
Read more: http://punya.educ.msu.edu/summer10/readings/Transformational%20Learning-submitted.pdf
TPACK Website: http://www.tpack.org/
In the first part of this article, the author argues that teachers should help students to develop a delicate balance of cultural, national, and global identifications because of the rich diversity in the United States and throughout the world. To help students become effective citizens, teachers need to acquire reflective cultural, national, and global identifications. In the second part of this article, the author describes how he tries to help the students in one of his teacher education courses to challenge and critically examine their cultural and national identifications.
Read more: http://e4gi.weebly.com/uploads/7/8/6/5/7865541/james_banks.pdf
Read more: http://e4gi.weebly.com/uploads/7/8/6/5/7865541/james_banks.pdf
Teaching for Change provides teachers and parents with the tools to transform schools into socially equitable centers of learning where students become architects of a better future.
Read more: http://www.teachingforchange.org/
Read more: http://www.teachingforchange.org/
Post-16 Citizenship site provides information for educators about citizenship education. It includes coverage of key citizenship issues and support for delivery with the opportunity to download free materials and resources and links to other useful sites. This link includes an alphabetical list of curriculum materials to support teaching and learning, staff development and curriculum planning.
Read more: http://www.excellencegateway.org.uk/page.aspx?o=242762
The Association for Citizenship Teaching (ACT) is the professional subject association for those involved in citizenship education. ACT offers direct support to classroom practitioners. Resources include downloadable classroom lessons.
Read more: http://www.teachingcitizenship.org.uk/
Read more: http://www.teachingcitizenship.org.uk/
A web site for students, teachers, and others interested in the causes and consequences of prejudice. The site offers educational resources and information on prejudice, discrimination, multiculturalism, and diversity, with the ultimate goal of reducing the level of intolerance and bias in contemporary society.
Read more: http://www.understandingprejudice.org/
Read more: http://www.understandingprejudice.org/