Global Citizenship and Wellbeing

Katie Carr, Cumbria Development Education CentreGlobal Justice through Global Citizenship Conference, (Brussels), November 2013

• Context: – development education in Cumbria– “Global Literacy for a Fairer World”

• Wellbeing and Global Citizenship• Participatory activity• ‘Soft’ outcomes• Conclusion

Map of this session

Run with the curious dogs...

• A 3-year EU funded development education project, led in UK by CDEC, and delivered in Czech Republic, Poland and Ghana

• Objectives:– To build teachers’ confidence in incorporating global learning into their lessons,

so that– Children understand interdependence between European countries and the

Global South, in the context of food, trade and the causes of poverty, and – they feel empowered to take collaborative meaningful action towards making

the world a fairer place.

• Participatory and experiential learning, critical thinking

Global Literacy – what is it?

• Year 1- engaging ‘curious dogs’ and carrying out Pupil Audit, School in a Box..

• Year 2 – developing and trialling classroomactivities. Challenge & Enquiry Pack

• Year 3 – rolling out and ‘Pupils Take Action’

Global Literacy – what is it?

http://goo.gl/tPDv3T

Increased understanding of global issues: food, trade, poverty, interconnectedness

Sense of interconnectedness and global citizenship: empathy, compassion, shared responsibility

Feel motivated and engaged in global issues; want/will to make a difference

Feel empowered to take action – through personal choices or collective action

Do it! With support from, and in collaboration with, adults/community/peers etc

See impact of changes on people’s lives

Global Literacy – theory of change

• What does it mean to be a global citizen?• What issues or problems are you particularly interested in?• What ideas do you have for taking action?

Global Literacy – spheres of influence

Wellbeing

Self-efficacyA person’s belief that their efforts

and actions can bring about desired results

Social Capital“the web of cooperative

relationships between citizens that facilitate resolution of collective

action problems”

(Classroom) practice that assumes individuals are empowered to take responsibility, individually and collectively, and to make informed choices that

have a positive impact on society and the world around them

Increased understanding of global issues: food, trade, poverty, interconnectedness

Sense of interconnectedness and global citizenship: empathy, compassion, shared responsibility

Feel motivated and engaged in global issues; want/will to make a difference

Feel empowered to take action – through personal choices or collective action

Do it! With support from, and in collaboration with, adults/community/peers etc

See impact of changes on people’s lives

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• Outcomes star (subjective perception)• Challenge-based teacher-led assessment (teacher observation)• ???

How will we know? Evaluation for soft outcomes

• “Illbeing” is caused by external factors• Interventions focus on ‘”fixing” the individual• Resilience• Stickability• Bounce-back-ability

Dominant discourse on wellbeing

• Any questions?

• Links with other disciplines / practice domains?

• Where can theory strengthen our approach?

Discussion

katie@cdec.org.uk+44 15394 31602