In this module, we reflect on how local issues are connected to global issues, and what we can do as individuals to make a difference in the world as global citizens. Being a global citizen means becoming aware of cultural, social, linguistic and other forms of diversity, and simultaneously recognising that all people share common aspects of humanity. It means understanding how our local lives are interconnected with the lives of others across the globe. This module is designed to raise your awareness, understanding, and knowledge about global issues by drawing attention to local issues within your own immediate ecologies – your country, school, and classroom – and reflecting on the ways the local is very often linked to the global. The main themes are Interconnectedness and glocal, which refers to the ways in which many issues are affected by both local and global considerations
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Learning Objectives
- Attitudes n. 1: Allow you to learn about and reflect on global citizenship and multilingual pedagogies.
Attitudes n. 1
As a teacher, I am open towards developing new skills in respect to global citizenship education and multilingual pedagogies - Knowledge, n. 6: Reflect on your consumption habits and their consequences.
Knowledge, n. 6
As a teacher, I am aware that some of my consumption habits have an effect on people and the environment in other parts of the world. - Knowledge n. 3: To raise awareness of global poverty.
Knowledge n. 3
As a teacher, I understand some of the root causes of global poverty and inequalities (e.g., European colonialism). - Skills, n. 1 and n. 2: Critically reflect on the issue of representation in course books.
Skills, n. 1 and n. 2
As a teacher, I am able to promote students’ critical and independent thinking. As a teacher, I help students become aware of representation in media, in particular the voices and positioning of certain social groups.
Learning Outcomes
- Attitudes n. 1: Explain the concepts of global citizenship and multilingual pedagogies.
Attitudes n. 1
As a teacher, I am open towards developing new skills in respect to global citizenship education and multilingual pedagogies. - Skills n. 5: Critically discuss connections between our daily lives and global consequences.
Skills n. 5
As a teacher, I am able to foster students’ awareness that their choices or lack of action affect their own lives and those of others. - Knowledge n. 3: Understand some of the causes of global poverty and inequalities.
Knowledge n. 3
As a teacher, I understand some of the root causes of global poverty and inequalities (e.g., European colonialism). - Skills n. 2: Identify biases in teaching materials.
Skills n. 2
As a teacher, I am able to help students become aware of representation in media, in particular the voices and positioning of certain social groups.
Activities
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Activity 1: Warm up
Estimated time
30 min
Learning objectives
- To reflect on global citizenship and multilingual pedagogies.
- To raise awareness of linguistic and cultural diversity.
- To reflect on your own identities in the local and global community.
Resources needed
- VAKS self-reflective tool.
- Internet access.
Activity 2: Interconnectedness
Estimated time
20 min
Learning objectives
- To understand the nature of global interconnectedness.
- To reflect critically on your consumption habits and their consequences.
Resources needed
- Access to your kitchen/wardrobe.
- Internet.
Activity 3: Diversity in the world
Estimated time
30 min
Learning objectives
- To reflect on linguistic and cultural diversity.
- To consider teachers’ potential for supporting diversity.
Resources needed
- Internet access.
Activity 4: Economic (in)equality: Wealth and resources
Estimated time
30 min
Learning objectives
- To raise awareness of global poverty.
- To consider taking action on global issues.
Resources needed
- Internet access.
Activity 5: Diversity in school books
Estimated time
40 min
Learning objectives
- To critically reflect on representations and positioning in course books.
Resources needed
- School books.
Activity 6: Multilingualism as a resource
Estimated time
20 min
Learning objectives
- To understand the importance of language for one’s identity.
- To value linguistic and cultural diversity.
Resources needed
- Internet
Additional external resources
- What is global citizenship? Oxfam
- A self-reflection tool for educators “The globally competent learning continuum”
- Practice compassion, empathy, connection, and more
References
- Cho, S., Kim, A., & Mor Barak, M. (2017). Does diversity matter? Exploring workforce diversity, diversity management, and organizational performance in social enterprises. Asian Social Work And Policy Review, 11(3), 193-204.
- Foster, D. (2018). Kate Pickett and Richard Wilkinson: ‘Inequality strikes at our health and happiness’. The Guardian.
- Griggs, J., & Walker, R. (2008, October 23). Costs of child poverty for individuals and society. Joseph Rowntree Foundation
- Harven, A. (2021). Embracing Diversity to Humanize the Classroom Environment. In A. Garcia-Nevarez & K. A. G. Biddle (Eds.), Developmentally appropriate curriculum and instruction. Pedagogy for knowledge, attitudes, and values (pp. 180-195). New York: Routledge.
- Info Please. (n.d.). Languages spoken in each country of the world.
- National Educational Association. (2019, October 11). 5 things educators can do to address bias in their school.
- Ollerhead, S., & Taylor-Leech, K. (2019, November 6). Promoting multilingual approaches in teaching and learning. Learning Portal.
- Oxfam. (n.d.). What is global citizenship.
- Sabatauskaité, B. (2019, August 13). School textbooks are stuffed with gender stereotypes, new study says. Office of the equal opportunities ombudsperson.
- United Nations. (n.d.). Global Citizenship. https://www.un.org/en/academic-impact/global-citizenship.
- Welthungerhilfe.org. (2021, October 14). Hunger - Facts & Figures.
- World Health Organization. (2021, June 9). Obesity.