wellbeing and global citizenship
DESCRIPTION
Wellbeing is contingent on a sense of self-efficacy (a person’s belief that their effort and actions can bring about desired results) and on social capital (“the web of cooperative relationships between citizens that facilitate resolution of collective action problems” ). This workshop explored the impact on wellbeing of enabling pupils’ sense of self-efficacy and their understanding of global ‘interconnectedness’ within the context of a global citizenship project ‘Global Literacy for a Fairer World’. This multi-national project, funded by the European Commission and led in the UK by Cumbria Development Education Centre (CDEC), engages teachers and pupils aged 7-11 in the UK, Czech Republic, Poland and Ghana, in learning about international development themes of poverty, inequality, and interdependence, and supports them to take real and relevant action in their own communities which will address global inequality. Through exploring global citizenship, pupils’ self esteem and self-efficacy will grow as they understand the impact that their actions can take, both locally and globally. CDEC is a registered charity that inspires young people and their teachers to engage with global issues, to take responsibility – individually and together – for the world in which they live, and to contribute towards a fair and sustainable world.TRANSCRIPT
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
Incre
ased
sens
e of s
elf-effi
cacy
and s
ocial
capit
al
Facil
itate
d thro
ugh re
al an
d relev
ant c
ontext f
or
literac
y lea
rning..
.enga
gemen
t and ac
hievem
ent
• 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
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