prague seminar 10 11 june 2010
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Prague seminar 10/11 June 2010. Aims and expectations for the workshop sessions. Sharing experiences Practical ways of measuring attitudinal change Embedding Global Citizenship (GDE) in schools Evaluating this process. Global Citizenship is about. Action for change. Locally & globally.

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aims and expectations for the workshop sessions
Aims and expectations for the workshop sessions
  • Sharing experiences
  • Practical ways of measuring attitudinal change
  • Embedding Global Citizenship (GDE) in schools
  • Evaluating this process

Global Citizenship is about

Action for change

Locally & globally


Social justice

global citizenship key concepts
Global Citizenship:Key Concepts


Human rights


Peace and conflict



A Global Citizen is someone who…

  • 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
  • participates in and contributes to the community at a range of levels from local to global
  • is willing to act in order to make the world a more equitable and sustainable place
  • takes responsibility for their actions

Oxfam 1997 and 2006

global citizenship is
Global Citizenship is…
  • asking questions and developing critical thinking skills
  • equipping young people with the knowledge, skills and values to participate
  • acknowledging the complexity of global issues
  • revealing the global as part of everyday life
  • understanding how we relate to the environment and each other as human beings
global citizenship is not
Global Citizenship is not…
  • too difficult for young children to understand
  • mostly about other places and peoples
  • telling people what to think and do
  • providing simple solutions to complex issues
  • an extra subject in a crowded curriculum
  • about raising money for charity

Global Citizenship:across the curriculum and throughout the school






Wider community





Whole School Ethos






Other staff






3 key messages which underpin global citizenship
3 key messages which underpin Global Citizenship
  • Focus on similarities before differences
  • Challenge narrow and stereotypical views of people and places
  • Present a balanced view and compare like with like

Before embedding Global Citizenship across the curriculum and throughout the school ethos pupils focused on differences:

‘His house is different, he has no electricity, he’s in a hot place’

‘He’s not wearing shoes and his face is different, he’s got different clothes to us’

‘He’s homeless and he has to sleep on the floor. He’s too poor to go to school’

‘He lives in Africa, he has no mum or dad’


Two years later, after Global Citizenship was embedded in their schools, pupils focused on similarities, as well as differences

‘He is busy, he has the same sort of clothes, likes flying kite’

‘He has the right to play’

‘He’s happy, has a religion, we’re both human, we’re children’

‘He’s absorbed, he likes playing, he likes and cares for his toys’

‘He’s got a home, he’s a member of a community’

pupils attitudes to global learning
Pupils’ attitudes to global learning

Ipsos MORI research with 1,955 pupils from 82

UK schools in 2008

Only 50% of pupils think it’s a good idea to have people of different backgrounds living in the same country together

19% have not discussed news stories from around the world at all at school

Only 42% believe that what they do in their own lives affects people in other countries

Our Global Future: DEA 2008

A 21st century curriculum should prepare

young people to recognise their roles and

responsibilities as members of this global

society. They need to be able to understand

the global context of their local lives,

examine their own values and attitudes in

relation to the challenges they face and see

how they might play an active role in

responding to these challenges.

measuring attitudinal change in global citizenship

Measuring attitudinal change in Global Citizenship


(Reading International Solidarity Centre)

Liz Allum

Barbara Lowe

Louise Robinson

one activity asks what do pupils know about africa
One activity asks: What do pupils know about Africa?

Their initial responses focus on the

natural environment

  • Natural environment 40%
  • Built environment 12%
  • People & society 18%
  • Culture & history 5%
  • Energy, transport &

communications 4%

  • Economic activity 8%
  • Countries & features 13%
built environment changes in the responses over 4 years
Built environment changes in the responses over 4 years


houses, mud huts,

schools, taps


some huts made of

hardened mud, shanty

houses, buildings just

Like here, flats, bricks

And cement,


churches, mosques,



houses made of mud in

this area here (pointing to

Sahara), small schools,

football stadiums, towns,

villages – lots of African

people live in villages,

cities, some parts of Africa are city, loads of shops train stations, hospitals, wells, water

pumps, skyscrapers, big

buildings, tall buildings, hotels,

churches, mosques

energy transport and communication changes in the responses over 4 years
Energy, transport and communicationchanges in the responses over 4 years


No electricity, cars (crossed out), carrying bundles on their heads


People putting pots of water or fruit on their heads, cars


Cars, taxi, train track to the beach, bicycles, people walking, trams, planes, boats, ships, jeeps, tv

3 approaches in supporting schools as they integrate and embed global citizenship
3 approaches in supporting schools as they integrate and embed Global Citizenship
  • Through cross-curricula work, e.g. using Christmas as an opportunity to deliver the key concepts of Global Citizenship
  • Through curriculum based work, e.g. in Art, through studying contemporary artists from the Majority World
  • Through raising controversial issues, e.g. issues relating to charitable giving e.g. work on fair trade presents an alternative

Christmas: an opportunity to challenge some assumptions

Christmas is a British/European festival

No, Christmas is a global festival celebrated

around the world

In Britain/Europe we all celebrate Christmas – it’s a holiday

No, not everyone in Britain/Europe

celebrates Christmas

christmas is an opportunity to explore the concepts of
Christmas is an opportunity to explore the concepts of




peace and justice