Understanding Global Governance and Unrepresented Peoples: Role-Play Simulation in Education

1. Dr Liam Saddington University of Cambridge Lucy Cavendish College 1 @saddy_94 These materials were developed in collaboration with Professor Fiona McConnell

2. 1)Political Geography and the Unrepresented Peoples and Nations Organization (UNPO) 2)“Model UNPO” 3)Using simulations within A Level classes 2

3.  Political Geography taught at University – core relationship between space and power  Contextualising political geography within the academic discipline of geography  Rethinking conventional understandings of the state, sovereignty, territory, etc.  History of the state – decolonisation and the legacy of European imperialism  Decline of the state?  Resurgence of the state? 3

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5.  Communities excluded from the state-based system: Stateless nations (Tibet), indigenous communities (Crimean Tatars), minorities (Kurds in Iran) or as de facto states (Somaliland)  An umbrella membership organisation of over 40 unrecognised political communities which are currently denied access to international fora and the right to self determination and are committed to democracy and non-violence  UNPO provides  training in lobbying, media work, leadership and diplomacy  and facilitates the engagement of these communities with UN bodies and the European Parliament 5

6.  Model United Nations  Inspired by an initiative from Brazilian students in 2008  Developed by Professor Fiona McConnell at the University of Oxford for undergraduates  Ray Y Gildea Jr Award from the Royal Geographical Society  Working with primary schools, secondary schools and youth groups  Public Engagement with Research Seed Fund – Council of Europe  Teaching Geography Article 6

7.  Global interdependence  Sovereignty and territorial integrity  State and non-state actors  Human rights  Political systems  Global governance: rules, norms and laws.  Injustices between citizens and places  Also development of self-confidence, and public speaking and debating skills  Links to other curriculums – keen to hear more 7

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9. Debating Global Governance Teacher Overview Debating Global Governance Student Sheet Debating Global Governance Student Follow Up Sheet Debating Global Governance Model UNPO Set Up Documents https://www.rgs.org/schools/teaching-resources/debating-global-governance- model-unpo-role-play/ 9

10. 1-2 weeks before the session:  Allocate students into groups and assign a UNPO member.  2 minute speech  Fact Sheet  3 draft clauses 10

11.  Teacher – UNPO President  Initial statements  Moderated debate – focused on the resolution  Consensus – if possible!  Voting 11

12.  Why have certain groups and communities been marginalised from global politics?  What challenges do unrepresented nations and peoples face because they are not recognised states?  What are the similarities and differences in the experiences of UNPO members e.g. around human rights, economic and cultural rights, environmental justice?  What can the issues faced by UNPO members tell us about equality and diversity in the global governance system?  Should there be definite rules for determining what constitutes a state? And, if yes, what should they be? Or should decisions about statehood be considered on a case by case basis? 12

13.  Distribution of members  Encouragement for participation from all students  President – proactive role – moving debate on  This is NOT Model UN – the rules are flexible at the teacher’s discretion  Breaks are really important  Distribution of resources 13

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