global citizenship presentation
DESCRIPTION
Presentation to the International School of Monterey, Spring 2013TRANSCRIPT
TOD SPEDDINGINTERNATIONAL SIT
THE INTERNATIONAL SCHOOL OF MONTEREY
SPRING 2013
Global Citizenship:In Search of Best Practices
Agenda
Background
6 Models + 1
Distilling Key Ideas
10 Key Websites3 Closing Thoughts
Agenda
Agenda
Agenda
Agenda
Background
ProvocationsA national & international trendWhy teach for global citizenship?
Confusion of termsNational schools, international schools, &
internationally-minded schoolsThe IB and international-mindedness
Beyond the formal curriculum
Provocations
A national & international trend
A national & international trend
A national & international trend
A national & international trend
A national & international trend
A national & international trend
A national & international trend
Why teach for global citizenship?
Why teach for global citizenship?
link
Confusion of terms
Confusion of terms
What does internationally minded mean? By definition, international-mindedness is a ‘good
thing’. It would be a brave soul in 2013 who said that they don’t think we should be internationally minded or that children and students shouldn’t
experience its development in school and in their lives.
Confusion of terms
If we are going to talk about something – let alone build a curriculum around it or devote considerable amounts of teacher and student time to it – it would
help if we began to share some notion of what it means. In the case of international-mindedness, I’m
not sure we do.
Confusion of terms
Confusion of terms
It often seems to be a huge depository for everyone’s pet themes such as peace studies, the environment,
globalization, the economy and more.
The result of all this is that we are left with discussions that cross each other but risk not
touching each other and practices that overlap but have no centre.
Martin Skelton (2013), International-mindedness, IS, 15 (2), pp. 13-14.
Confusion of terms
National schools, international schools, & internationally-minded schools
National schools, international schools, & internationally-minded schools
National schools, international schools, & internationally-minded schools
We have for too long tried to define international education via international schools and found it
difficult. We have assumed that international schools offer an international education. Many do, but not all. The link is irregular. It is more productive and more realistic to regard them as unrelated concepts and to
treat them separately.
National schools, international schools, & internationally-minded schools
A national school can offer the necessary curriculum and pedagogical approach of an international
education. It is an attitude of mind. Thus any school in the world, public or private, can be international -
meaning it can offer international education.
Ian Hill. 2000. International Schools Journal, v20 n1 p24-37.
The IB & international-mindedness
The IB & international-mindedness
Link
The IB & international-mindedness
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect
IB Mission Statement
The IB & international-mindedness
An IB education imparts the attitudes and the knowledge that facilitate caring and the skills that enable students to take action towards creating a
better and more peaceful world. Educating for global engagement requires a combination of
philosophy, pedagogy, content and aspiration: a transformative curriculum that leads students of all
ages from learning to caring to action.
The IB & international-mindedness
Curriculum elements for global awareness include
The IB & international-mindedness
Curriculum elements for global awareness include
• cultural and perspective awareness • additional language learning—multilingualism
• explicit teaching of the concepts, skills, knowledge and attitudes of international-mindedness
• critical thinking skills • research and IT skills
Beyond the formal curriculum
Beyond the formal curriculum
Two Readings
Stephen Codrington (2006). The United World Colleges: A unique model of international education. Paper presented to the 10th Anniversary Conference of the China Scholarship
Council Beijing, 16th June 2006. http://www.stephencodrington.com/Hub/Print_Downloads_files/CSC%20Beijing.pdf
Leanne Cause (2009). 'International-mindedness and social control', Asian Social Science, vol. 5 no. 9, pp. 33-46.
http://www.ccsenet.org/journal/index.php/ass/article/view/3728/3329
6 Models + 1
Global Education Guidelines (Europe)Educating for Global Citizenship (Canada)
Get Global! (UK)Oxfam
Boyd RobertsAsia Society/Project Zero
+ 1
Global Education Guidelines (Europe)
Global Education Guidelines (Europe)
Educating for Global Citizenship (Canada)
Boyd Roberts
Boyd Roberts
+ 1
+ 1
How do we define global citizenship @ ISM
+ 1
How do we define global citizenship @ ISM(given our unique assets & constraints)
Distilling key ideas
Teaching about v. teaching for global citizenship
The self & the otherUnderstanding our own culture
Knowing v. beingPersonalizing definitions/features
Teaching about v. teaching for global citizenship
Teaching about v. teaching for global citizenship
Teaching about v. teaching for global citizenship
A key principle running through the book is that students are global citizens now. So, the book is
equally concerned with education in global citizenship. It is also concerned with education about global issues. But it is not concerned with education about global citizenship. Within these
pages we are concerned with how global citizenship is practiced, not how it is studied.
Teaching about v. teaching for global citizenship
International, multi-/intercultural, global and development education are examples of “adjectival education”. While they may tell us something about what these types of education are like, they do not
tell us what they are for. Educating for global citizenship is powerful because it shifts attention
aware from the activity and process, to the purpose, outcome and result.
Teaching about v. teaching for global citizenship
Educating for global citizenship, with its constellation of characteristics, is not the same as teaching about global issues. We can teach about
global issues using the head only. They are an assemblage of facts, opinions and ideas. We need to
use the heart and hands as well as the head.
The self & the other
The self & the other
The self & the other
The self & the other
The self & the other
The self & the other
The self & the other
The self & the other
I have been helped hugely by one sentence from Howard Gardner, who said that the whole purpose
of human development is ‘a decline in egocentricity’.
The self & the other
This idea is powerful to me because it involves both an increasing sense of the sharing and creating
community with others rather than trying to build community around ourselves and suggests a
continuing process rather than a goal that can be ‘achieved’.
The self & the other
We need to put as much work into defining what a ‘declining sense of egocentricism’ might look like when children are five, seven, nine and 11 years
old; this is where its roots are laid down.
Martin Skelton
Understanding our own culture
Understanding our own culture
Understanding our own culture
All learners, adults and children, must explore their own cultures before they can understand why culture matters in the lives of others. Internationalism does not begin with considering other points of view, but
rather with the realization that individuals have their own views of the world that are largely determined
by their own cultural identities.
Kathy Short
Understanding our own culture
A description at the IB website states that their programs are unique because “we encourage
international-mindedness in IB students. To do this, we believe that students must first develop an
understanding of their own culture and national identity” (International Baccalaureate
Organization, 2012).
Understanding our own culture
Students, teachers, and leaders experiencing an IB curriculum must understand and appreciate their
own cultures and personal histories while remaining open to the perspectives, values, and traditions of
other individuals and communities.
Carol Van Vooren & Delores B. Lindsey (2012). Journal of Transformative Leadership and Policy Studies Vol. 2 No. 1, August 2012
http://edweb.csus.edu/edd/jtlps/volume/2/1/jtlps2.1.vooren-lindsey.pdf
Understanding our own culture
The framework for global competence articulates two core capacities at the heart of intercultural
sophistication: the capacity to recognize perspectives (others’ and one’s own) and the
capacity to communicate ideas effectively across diverse audiences.
Understanding our own culture
It stipulates, for example, that globally competent individuals can examine and explain their own worldviews and cultural traditions, recognizing
how these influence their choices and interactions in everyday life.
Mansilla & Jackson
Knowing v. being
Knowing v. being
Knowing v. being
Personalizing definitions/features
Personalizing definitions/features
Personalizing definitions/features
Personalizing definitions/features
What can I do today to help my students to
be aware of the wider world and have a sense of their own role as a world citizen;
respect and values diversity; have a deeper understanding of how the world works;
be outraged by social injustice; participate in the community at a range of levels, from the local to
the global; to be willing to act to make the world a more equitable and
sustainable place; and to take responsibility for their actions?
Personalizing definitions/features
What can I do today to help my students to
ask questions and develop critical thinking skills; develop knowledge, skills and values to participate as active
citizens; acknowledge the complexity of global issues; view the global as part of everyday local life,
whether in a small village or a large city; understand how we relate to the environment and
to each other as human beings?
Personalizing definitions/features
Personalizing definitions/features
What have I done today to ensure my lessons are cooperative rather than competitive;
provide opportunities for taking further action; connect global with local;
examine roots causes; examine the historical context of a situation?
examine power issues; are participatory and experimental and address various learning
styles; address the whole student (intellectual, social, psychological,
spiritual) and connect with his or her experience; and include a futures orientation?
Personalizing definitions/features
Personalizing definitions/features
Personalizing definitions/features
What can I do today to help my students to
Personalizing definitions/features
What can I do today to help my students to
investigate the world
weigh perspectives
communicate ideas
take action
Personalizing definitions/features
What can I do today to help my students to
investigate the world
Personalizing definitions/features
What can I do today to help my students to
investigate the world by initiating investigations by framing questions, analyzing and synthesizing
relevant evidence, and drawing reasonable conclusions about globally-focused issues;
identifying an issue, generating a question, and explaining the significance of locally, regionally, or globally focused researchable questions;
using a variety of languages and domestic and international sources and to identify and weigh relevant evidence to address a globally significant
researchable question; analyzing, integrating, and synthesizing evidence collected to construct
coherent responses to globally significant researchable questions; and developing an argument based on compelling evidence that considers
multiple perspectives and draws defensible conclusions?
Personalizing definitions/features
What can I do today to help my students to
weigh perspectives
Personalizing definitions/features
What can I do today to help my students to
weigh perspectives by recognizing, articulating, and applying an understanding of
different perspectives (including their own); recognizing and expressing their own perspective on situations, events,
issues, or phenomena and identify the influences on that perspective; examining perspectives of other people, groups, or schools of thought
and identify the influences on those perspectives; explaining how cultural interactions influence situations, events, issues,
or phenomena, including the development of knowledge; and articulating how differential access to knowledge, technology,
and resources affects quality of life and perspectives?
Personalizing definitions/features
What can I do today to help my students to
communicate ideas
Personalizing definitions/features
What can I do today to help my students to
communicate ideas by selecting and applying appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations
of diverse individuals and groups; recognizing and expressing how diverse audiences may perceive different
meanings from the same information and how that affects communication;
listening to and communicating effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies;
selecting and using appropriate technology and media to communicate with diverse audiences;
and reflecting on how effective communication affects understanding and collaboration in an interdependent world?
Personalizing definitions/features
What can I do today to help my students to
take action
Personalizing definitions/features
What can I do today to help my students to
take action by translating their ideas, concerns, and findings into appropriate and
responsible individual or collaborative actions to improve conditions; identifying and creating opportunities for personal or collaborative action to
address situations, events, issues, or phenomena in ways that improve conditions;
assessing options and planning actions based on evidence and the potential for impact, taking into account previous approaches, varied perspectives,
and potential consequences; acting, personally or collaboratively, in creative and ethical ways to contribute to improvement locally, regionally, or globally and assess the
impact of the actions taken; and reflecting on their capacity to advocate for and contribute to
improvement locally, regionally, or globally?
10 Key Websites
10. Sustainable Development Commission/UK
Final thoughts
Final thoughts
Jacques Delors, UNESCO
Final thoughts
Jacques Delors, UNESCOIan Hill, IBO
Final thoughts
Jacques Delors, UNESCOIan Hill, IBO
Howard Gardner, Harvard Project Zero
Jacques Delors, UNESCO
. . . we have to confront, the better to overcome them, the main tensions that, although they are not new, will be
the necessary central to the problems of the twenty-first century, namely . . (refer to handout)
Jacques Delors, Chairman of the Commission; former President of the European Commission (1985–95); former French Minister of Economy and Finance.
http://www.unesco.org/delors/delors_e.pdf
Ian Hill, IBO Deputy Director
Consider a state school of homogeneous nationality (which does not necessarily mean of the same culture) in any country . . . (refer to handout)
Dr. Ian Hill, IBO Deputy Director General and Chief Officer, Education Innovation Office
http://mindshiftseducationalconsultants.wikispaces.com/file/view/Internationally+minded+schools.pdf
Howard Gardner, Harvard Project Zero
What is needed more than ever is a laser-like focus on the kinds of human beings that we are raising
and the kinds of societies—indeed, in a global era, the kind of world society— that we are fashioning.
Howard Gardner, Harvard Project Zero
Most young people want to “do good”—they want to do the right thing. But the models they see about
them often carry out work that is ridden with compromises and practice citizenship in
irresponsible ways.
Howard Gardner, Harvard Project Zero
As educators, we must model these positive virtues ourselves; we must explain the reasons why we do
what we do and why we do not endorse other, perhaps tempting, alternatives; we must be willing
to confront examples of bad work and bad citizenship, whether they occur among 20-year-olds
or 60-year-olds, in history, literature, and our hometown;
Howard Gardner, Harvard Project Zero
and we must help young people develop their own ethical compasses, which they can and should use in conjunction with their mentors and their peers.
Howard Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education http://asiasociety.org/files/book-globalcompetence.pdf (p. xi)