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.

1. Global Citizenship and
Wellbeing
Katie Carr, Cumbria Development Education Centre
Global Justice through Global Citizenship

2. Map of this session
• Context:
– development education in Cumbria
– “Global Literacy for a Fairer World”
•
•
•
•
Wellbeing and Global Citizenship
Participatory activity
‘Soft’ outcomes
Conclusion

4. Run with the curious dogs...

5. Global Literacy – what is it?
• 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

6. Global Literacy – what is it?
• Year 1- engaging ‘curious dogs’ and carrying out Pupil Audit,
School in a Box..
• Year 2 – developing and trialling classroom
activities. Challenge & Enquiry Pack
• Year 3 – rolling out and ‘Pupils Take
Action’
http://goo.gl/tPDv3T

7. Global Literacy – theory of change
See impact of changes on people’s lives
Do it! With support from, and in collaboration
with, adults/community/peers etc
Feel empowered to take action – through personal
choices or collective action
Feel motivated and engaged in global issues;
want/will to make a difference
Sense of interconnectedness and global citizenship:
empathy, compassion, shared responsibility
Increased understanding of global issues: food,
trade, poverty, interconnectedness

8. Global Literacy – spheres of
What does it mean toinfluence
be a global citizen?
•
• What issues or problems are you particularly interested in?
• What ideas do you have for taking action?

9. Wellbeing
Self-efficacy
A 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

10. See impact of changes on people’s lives
Do it! With support from, and in collaboration
with, adults/community/peers etc
Feel empowered to take action – through personal
choices or collective action
Feel motivated and engaged in global issues;
want/will to make a difference
Sense of interconnectedness and global citizenship:
empathy, compassion, shared responsibility
Increased understanding of global issues: food,
trade, poverty, interconnectedness

11. How will we know?
Evaluation for soft outcomes
• Outcomes star (subjective perception)
• Challenge-based teacher-led assessment (teacher observation)
• ???

13. Dominant discourse on wellbeing
• “Illbeing” is caused by external factors
• Interventions focus on ‘”fixing” the individual
• Resilience
• Stickability
• Bounce-back-ability

14. Discussion
• Any questions?
• Links with other disciplines / practice domains?
• Where can theory strengthen
our approach?

15. katie@cdec.org.uk
+44 15394 31602