one world centre educating for a just and sustainable world one world centre educating for a just...
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One World Centreeducating for a just and
sustainable world
Sustainability
Balardong Whadjuk Bibbulmun South west
Nathaniel Wyeth
polyethylene terephthalate
13,000 cars recycling
using lots of power
Bangladesh tropical cyclone Greenhouse gases
Bali golf course water shortage holiday
36% E.coli toilet Infant mortality
gorilla Mobile phone tantalum Greenbushes
Mongolia Solar energy Nomadic herders
Sri Lanka
Rockstrom, Sachs, Ohman & Schmit-Traub (2013) Sustainable Development & Planetary Boundaries.http://www.post2015hlp.org/wp-content/uploads/2013/06/Rockstroem-Sachs-Oehman-Schmidt-Traub_Sustainable-Development-and-Planetary-Boundaries.pdf
Image: The Bridge Progressive Arts Initiative
NATURALThe conservation of
living things, resources and support systems
ECONOMICEmployment and
income that is ongoing and fair
SOCIALPeace, equality and
human rights, especially for the most
vulnerable
POLITICALAccess to decision-
making and influence over your own life and
place
Interlocking pillars of Sustainability
(UNESCO)
Enough for all forever
by caring for self, place and others
Cross-curriculum priority: Sustainability
Systems: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
World Views: World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
Futures: The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
Australian Curriculum: Geography
Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world.
Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.
Australian Curriculum: Geography
Year 6 geographical knowledge and understanding:
The various connections Australia has with other countries and how these connections change people and places (ACHGK035)
researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
exploring the provision of Australian government or non-government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country
From AC Science year 1:
Science as a human endeavour• People use science in their daily lives, including
when caring for their environment and living things
From AC Science year 5:
Science as a human endeavour• Scientific understandings, discoveries and
inventions are used to solve problems that directly affect peoples’ lives
• Scientific knowledge is used to inform personal and community decisions
What’s Global Education?
“Enabling young people to participate in a better shared future for all is at the heart of global education.
Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change. Students learn to take responsibility for their actions, respect and value diversity, and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world”
Global Perspectives: A framework for global education in Australian Schools Commonwealth of Australia, 2008
From Theme Work: Approaches for Teaching with a Global Perspective. Development Education Centre
RUMOUR CLINIC
Image source and selection
Image source and selection
food
environment
religion
rituals
clothingbehaviour
language
CUSTOMS
The Iceberg of Culture
What you need to know and can actually see.
What you need to know but
is less visible.
VALUESstatutes
attitudes
social structure
enculturation
institutions
governmentrules
tradition
mores
organisation
gender roles
roles
Underlying values make sense of the observable
Source: Intercultural Communication, Asia Education Teacher’s Journal Vol 29 Number 4 Nov 2001 p33.
Contemporary / Traditional
Everyday / Ceremonial
Commonalities / Differences
Within / Between
4 ways of thinking about culture
www.oneworldcentre.org.au
http://www.scoop.it/t/global-perspectives-in-the-primary-classroom
Cool Australia – sustainability lesson plans and resources for early childhood – Yr 10
http://www.globalwords.edu.au/
What schools are doing
Ashburton PS (Vic) - World-wise school
Coolbinia PS (WA) - 100 tonne plan
Riverside PS (Tas)
- Fair-trade school
Image credit: DIAC Images
What are your questions?
SocialThese are questions about people, their
relationships, their traditions, culture and the way they live. They include questions about
how, for example, gender, race, disability, class and age affect social relations
EconomicThese questions are about money,
trading and ownership, buying
and selling
Who decides (political)These are questions about power, who makes choices
and decides what is to happen; who benefits or loses as a result of these
decisions; and at what cost
NaturalThese are questions about the environment
- the land, the sea, living things, and their relationship to each other. These questions
are about the built as well as the natural environment
The Development Compass Rose
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Contact us at:5 King William StBayswater 6053
Ph: (08) 9371 9133
www.oneworldcentre.org.au
[email protected]@oneworldcentre.org.au