A Chinese man stands alone to block a line of tanks heading east on Beijing's Cangan Blvd. in Tiananmen Square on June 5, 1989

Explore responses to inequality and underdevelopment

Make local, national and global links Examine GYW in practice Learn/strengthen our ability to

develop GYW practice

Moral Green Economic Security/survival

What do we do about it?

What have others been doing about it?

Global Resistance Non violent direct action Anarchism Development Approach Development

Education/Global Youth Work

"Non-violent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored.“ Martin Luther king

They inherit prejudices They are not aware They are not connected or organised They may lack information Power structures limit their participation Youth are perceived as lazy, ignorant,

violent, etc.

Youth are more open to change Youth are future-oriented Youth are idealistic Youth are creative and innovative Youth are courageous Youth are knowleageable of their peer’s

realities Youth have energy and time

(Del Felice and Wisler, 2007)

“That through increasing people’s knowledge and understanding of the world and their role within it, people may come to realise their power to effect change, make their voices heard and have an equal say in decision making processes”. (Bourn & McCollum 1995:19)

•DEA (2004) Global Youth Work Practice Training and Resource Manual•DEA (2002) Young People in a Global Society•Bourn, D. & McCollum, A. (eds) (1995) A World of Difference: making global connections in youth work. DEA: London

Global Youth Work Education for Sustainable Development

and Global Citizenship (ESDG) (Wales) Global Citizenship International Humanitarian education Global Learning International Youth Work Development Education in Youth Work

and Global Justice in Youth work (Ireland)

Sallah (2009); Cotton (2009); Dare to Stretch (2009)

“Global education is education that opens people’s eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all.

Global education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship.” (North-South Centre 2010:10)

Global Education Guidelines, Concepts and Methodologies on Global: Education for Educators and Policy Makers

“Informal education with young people that encourages a critical understanding of the links between the personal, local and the global and seeks their active participation in actions that bring about change towards greater equality and justice”. (DEA, 2004)

“Global youth work…starts from young people’s everyday experiences and engages them in a critical analysis of local and global influences on their lives and their communities.” (DEA 2002)

“…the role of the practitioner in delivering GYW is to engage or intervene in young people’s construction of reality either as a group or individually and get them to question “their reality”. Their reality is the spectacles through which they see and interact with the world. It is hoped that by exploring the personal, local, national and global interconnections between the young people and the 5 faces of globalisation, a critical understanding (Freire 1993) will be generated …the second prerogative is to promote action as a result of that consciousness which attempts to change the world and their interdependence” (Sallah 2008:7)

DEA (2010)

“global education is not just concerned with different perspectives on globalised themes and what you teach and learn about them. It is also concerned about how you teach and learn and the contextual conditions in which you teach and learn. In fact there is a necessary unity between the content, form and context in which the learning process takes place.” (North-South Centre 2010:20)

a) an analysis of events and developments happening at micro level in the nearest reality

b) selection of specific themes related to those events

c) recognition of connections with the macro world and the emerging dialogue between them (North-South Centre 2010:21)

“Starts from young people’s experiences and encourages their personal, social and political development.

Works to the principles in informal education and offers opportunities that are educative, participative, empowering and designed to promote equality of opportunity.

Is based on an agenda that has been negotiated with young people

Adams, P. (ED) (2000) Guidelines on Producing Resources for Global Youth Work. DEA: London

Engages young people in a critical analysis of local and global influences in their lives and those of their communities.

Encourages an understanding of the world based on the historical process of globalisation and not the development and underdevelopment of societies.

Recognises that the relationships between and within the North and the South are characterised by inequalities generated through globalisation processes.

Promotes the values of justice and equity in personal, local and global relationships.

Adams, P. (ED) (2000) Guidelines on Producing Resources for Global Youth Work. DEA: London

Encourages an understanding of and appreciation for diversity locally and globally.

Views the peoples and organisations of the North and South as equal partners for change in a shared and interdependent world.

Encourage action that builds alliances to bring about change.” (Adams 2000:4)

Leicester-based social enterprise set up in early 2012.

Global Hands aims to tackle local and global inequality by raising

consciousness about local and global issues through community

engagement.

Additionally, Global Hands is interested in supporting people build their

capacities to address these issues.

 1. To carry out activities which benefit the community and in particular.

2.  To promote social cohesion and social justice. 

3. To work towards empowering the most vulnerable members of society, especially young people. 

4. To promote projects that promote global equity and address issues of international development and globalisation. 

5. To promote an understanding of global issues.

Global Hands Objectives

Education and Public Engagement International Development Global Hands Publishing Global Hands Chapters

Global Hands Chapters

????????

Global Hands Leicester

Global Hands Leicester

Manduar Development Hub

- Business Incubation- Technological

Innovation- International

Development Schools- Gambia Development

Schools- Research and

Learning Centre

Global Hands Gambia is the chapter within the Gambia who work tirelessly with the same aims as Global Hands Leicester. They are also our host, partners and

guides for our transformative learning experience trips.

Global Hands Gambia

Global Hands Publishing has been set up to provide the intellectual muscle to the development hands of our organisation. It seeks to

publish a range of publications including

poetry, novels and children's books. These publications are geared towards adding critical voices, especially Southern perspectives, to

the development and globalisation debate.

http://jcss.our.dmu.ac.uk/ The focus and particularities of the JCSS imply that

it serves to not only challenge hegemony of whatever form, but also seeks to critically interrogate the means and methods of knowledge-production and its transmission. To effectively fulfil this, there is need to broaden access to the Journal so as to expand its natural outreach and constituencies. To this end, this dedicated web platform serves to host as well as facilitate free and easy access to the Journal. The JCSS is a fully peer-reviewed academic journal produced by Global Hands three times a year. It is interdisciplinary, welcomes and encourages high quality papers from scholars and researchers around the globe.

Global Hands DMU is a De Montfort University society which the students of the university have set up. They have made a committee and actively participate in Global Hands events and also run their own events.

The latest event Global Hands DMU conducted was the “WALK FOR AFRICA”

Global Hands DMU

The youth chapter of Global Hands came about through the Coleman Ward Project run by Global Hands. It was aimed in an area where there is a high number of marginalised youth; it was aimed to inspire and educate them to break free of the stereo types that hinders their “youth” title.

Global Hands Youth

We are an innovative group of young people who have founded Global Hands Youth to utilise as a platform to push more young people into using their time more productively; both for themselves and in the service of others. We abhor the image of the stereotypical teen that does nothing to improve the world around them, and we wish to show people that we are not all the same and many of us do care. We aim to do this by setting up events which will bring the community of the city, as a whole, together to one place so people of all walks of life may integrate and discover the beauty of cultural harmony. These events will also serve as a platform for young people to build their own skill sets. 

Global Hands Youth

GLOBAL HANDS LEICESTERInnovation Centre49 Oxford Street

LeicesterLE1 5XY

United Kingdom0116 257 7952

http://global-hands.co.uk/