Global Citizenship Presentation

Global Citizenship:
In Search of Best Practices

TOD SPEDDING
INTERNATIONAL SIT
THE INTERNATIONAL SCHOOL OF
MONTEREY
SPRING 2013

Agenda

Background
6 Models + 1
Distilling Key Ideas
10 Key Websites
3 Closing Thoughts

Background

Provocations
A national & international trend
Why teach for global citizenship?
Confusion of terms
National schools, international schools, &
internationally-minded schools
The IB and international-mindedness
Beyond the formal curriculum

A national & international trend


link

Confusion of terms

What does internationally minded mean? By
definition, international-mindedness is a ‗good thing‘. It
would be a brave soul in 2013 who said that they don‘t
think we should be internationally minded or that children
and students shouldn‘t experience its development in
school and in their lives.

Confusion of terms

If we are going to talk about something – let alone build a
curriculum around it or devote considerable amounts of
teacher and student time to it – it would help if we began to
share some notion of what it means. In the case of
international-mindedness, I‘m not sure we do.

Confusion of terms

It often seems to be a huge depository for everyone‘s pet
themes such as peace studies, the
environment, globalization, the economy and more.

Confusion of terms

The result of all this is that we are left with discussions that
cross each other but risk not touching each other and
practices that overlap but have no centre.

Martin Skelton (2013), International-mindedness, IS, 15 (2), pp. 13-14.


We have for too long tried to define international education
via international schools and found it difficult. We have
assumed that international schools offer an international
education. Many do, but not all. The link is irregular. It is
more productive and more realistic to regard them as
unrelated concepts and to treat them separately.


A national school can offer the necessary curriculum and
pedagogical approach of an international education. It is an
attitude of mind. Thus any school in the world, public or
private, can be international - meaning it can offer
international education.
Ian Hill. 2000. International Schools Journal, v20 n1 p24-37.

The IB & international-mindedness


Link


The International Baccalaureate aims to develop
inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through
intercultural understanding and respect

IB Mission Statement


An IB education imparts the attitudes and the knowledge that
facilitate caring and the skills that enable students to take
action towards creating a better and more peaceful world.
Educating for global engagement requires a combination of
philosophy, pedagogy, content and aspiration: a
transformative curriculum that leads students of all ages
from learning to caring to action.


Curriculum elements for global awareness include


Curriculum elements for global awareness include

• cultural and perspective awareness
• additional language learning—multilingualism
• explicit teaching of the concepts, skills, knowledge and
attitudes of international-mindedness
• critical thinking skills
• research and IT skills

Beyond the formal curriculum

Two Readings

Stephen Codrington (2006). The United World Colleges: A unique model
of international education. Paper presented to the 10th Anniversary
Conference of the China Scholarship Council Beijing, 16th June 2006.
http://www.stephencodrington.com/Hub/Print_Downloads_files/CSC
%20Beijing.pdf

Leanne Cause (2009). 'International-mindedness and social
control', Asian Social Science, vol. 5 no. 9, pp. 33-46.
http://www.ccsenet.org/journal/index.php/ass/article/view/3728/332
9

6 Models + 1

Global Education Guidelines (Europe)
Educating for Global Citizenship (Canada)
Get Global! (UK)
Oxfam
Boyd Roberts
Asia Society/Project Zero
+1

Global Education Guidelines (Europe)

Educating for Global Citizenship (Canada)

+1

How do we define global citizenship @ ISM

+1

How do we define global citizenship @ ISM
(given our unique assets & constraints)

Distilling key ideas

Teaching about v. teaching for global citizenship
The self & the other
Understanding our own culture
Knowing v. being
Personalizing definitions/features


A key principle running through the book is that students are
global citizens now. So, the book is equally concerned with
education in global citizenship. It is also concerned with
education about global issues. But it is not concerned with
education about global citizenship. Within these pages we
are concerned with how global citizenship is practiced, not
how it is studied.


International, multi-/intercultural, global and development
education are examples of ―adjectival education‖. While
they may tell us something about what these types of
education are like, they do not tell us what they are for.
Educating for global citizenship is powerful because it shifts
attention aware from the activity and process, to the
purpose, outcome and result.


Educating for global citizenship, with its constellation of
characteristics, is not the same as teaching about global
issues. We can teach about global issues using the head
only. They are an assemblage of facts, opinions and ideas.
We need to use the heart and hands as well as the head.


I have been helped hugely by one sentence from Howard
Gardner, who said that the whole purpose of human
development is ‗a decline in egocentricity‘.


This idea is powerful to me because it involves both an
increasing sense of the sharing and creating community
with others rather than trying to build community around
ourselves and suggests a continuing process rather than a
goal that can be ‗achieved‘.


We need to put as much work into defining what a ‗declining
sense of egocentricism‘ might look like when children are
five, seven, nine and 11 years old; this is where its roots are
laid down.

Martin Skelton


All learners, adults and children, must explore their own
cultures before they can understand why culture matters in
the lives of others. Internationalism does not begin with
considering other points of view, but rather with the
realization that individuals have their own views of the
world that are largely determined by their own cultural
identities.

Kathy Short


A description at the IB website states that their programs are
unique because ―we encourage international-mindedness in
IB students. To do this, we believe that students must first
develop an understanding of their own culture and national
identity‖ (International Baccalaureate Organization, 2012).


Students, teachers, and leaders experiencing an IB
curriculum must understand and appreciate their own
cultures and personal histories while remaining open to the
perspectives, values, and traditions of other individuals and
communities.

Carol Van Vooren& Delores B. Lindsey (2012). Journal of Transformative
Leadership and Policy Studies Vol. 2 No. 1, August 2012
http://edweb.csus.edu/edd/jtlps/volume/2/1/jtlps2.1.vooren-lindsey.pdf


The framework for global competence articulates two core
capacities at the heart of intercultural sophistication: the
capacity to recognize perspectives (others‘ and one‘s own)
and the capacity to communicate ideas effectively across
diverse audiences.


It stipulates, for example, that globally competent individuals
can examine and explain their own worldviews and cultural
traditions, recognizing how these influence their choices
and interactions in everyday life.

Mansilla& Jackson


What can I do today to help my students to

 be aware of the wider world and have a sense of their own role as a world
citizen;
 respect and values diversity;
 have a deeper understanding of how the world works;
 be outraged by social injustice;
 participate in the community at a range of levels, from the local to the global;
 to be willing to act to make the world a more equitable and sustainable place;
 and to take responsibility for their actions?



 ask questions and develop critical thinking skills;
 develop knowledge, skills and values to participate as active citizens;
 acknowledge the complexity of global issues;
 view the global as part of everyday local life,
whether in a small village or a large city;
 understand how we relate to the environment and
to each other as human beings?


What have I done today to ensure my lessons
 are cooperative rather than competitive;
 provide opportunities for taking further action;
 connect global with local;
 examine roots causes;
 examine the historical context of a situation?
 examine power issues;
 are participatory and experimental and address various learning styles;
 address the whole student (intellectual, social, psychological, spiritual) and
connect with his or her experience; and
 include a futures orientation?



investigate the world

weigh perspectives

communicate ideas

take action



 by initiating investigations by framing questions, analyzing and synthesizing relevant
evidence, and drawing reasonable conclusions about globally-focused issues;
 identifying an issue, generating a question, and explaining the significance of
locally, regionally, or globally focused researchable questions;
 using a variety of languages and domestic and international sources and to identify and
weigh relevant evidence to address a globally significant researchable question;
 analyzing, integrating, and synthesizing evidence collected to construct coherent
responses to globally significant researchable questions;
 and developing an argument based on compelling evidence that considers multiple
perspectives and draws defensible conclusions?



weigh perspectives



weigh perspectives
 by recognizing, articulating, and applying an understanding of
different perspectives (including their own);
 recognizing and expressing their own perspective on situations, events, issues, or
phenomena and identify the influences on that perspective;
 examining perspectives of other people, groups, or schools of thought
and identify the influences on those perspectives;
 explaining how cultural interactions influence situations, events, issues,
or phenomena, including the development of knowledge;
 and articulating how differential access to knowledge, technology,
and resources affects quality of life and perspectives?



communicate ideas



communicate ideas
 by selecting and applying appropriate tools and strategies to communicate and
collaborate effectively, meeting the needs and expectations
of diverse individuals and groups;
 recognizing and expressing how diverse audiences may perceive different
meanings from the same information and how that affects communication;
 listening to and communicating effectively with diverse people, using
appropriate verbal and nonverbal behavior, languages, and strategies;
 selecting and using appropriate technology and media to
communicate with diverse audiences;
 and reflecting on how effective communication affects understanding
and collaboration in an interdependent world?



take action



take action
 by translating their ideas, concerns, and findings into appropriate and responsible
individual or collaborative actions to improve conditions;
 identifying and creating opportunities for personal or collaborative action to address
situations, events, issues, or phenomena in ways that improve conditions;
 assessing options and planning actions based on evidence and the potential for
impact, taking into account previous approaches, varied
perspectives, and potential consequences;
 acting, personally or collaboratively, in creative and ethical ways to contribute to
improvement locally, regionally, or globally and assess the impact of the actions taken;
 and reflecting on their capacity to advocate for and contribute to improvement
locally, regionally, or globally?

1. WorldWise Schools/Peace Corps

9. Global Focus Aotearoa/New Zealand

10. Sustainable Development Commission/UK

Final thoughts

Jacques Delors, UNESCO

Final thoughts

Ian Hill, IBO

Final thoughts

Ian Hill, IBO
Howard Gardner, Harvard Project Zero


. . . we have to confront, the better to overcome them, the
main tensions that, although they are not new, will be the
necessary central to the problems of the twenty-first
century, namely . . (refer to handout)

Jacques Delors, Chairman of the Commission; former President of the European
Commission (1985–95); former French Minister of Economy and Finance.
http://www.unesco.org/delors/delors_e.pdf

Ian Hill, IBO Deputy Director

Consider a state school of homogeneous nationality (which
does not necessarily mean of the same culture) in any
country . . . (refer to handout)

Dr. Ian Hill, IBO Deputy Director General and Chief Officer,
Education Innovation Office
http://mindshiftseducationalconsultants.wikispaces.com/file/view/Internationall
y+minded+schools.pdf


What is needed more than ever is a laser-like focus on the
kinds of human beings that we are raising and the kinds of
societies—indeed, in a global era, the kind of world
society— that we are fashioning.


Most young people want to ―do good‖—they want to do the
right thing. But the models they see about them often carry
out work that is ridden with compromises and practice
citizenship in irresponsible ways.


As educators, we must model these positive virtues ourselves;
we must explain the reasons why we do what we do and
why we do not endorse other, perhaps
tempting, alternatives; we must be willing to confront
examples of bad work and bad citizenship, whether they
occur among 20-year-olds or 60-year-olds, in
history, literature, and our hometown;


and we must help young people develop their own ethical
compasses, which they can and should use in conjunction
with their mentors and their peers.

Howard Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and
Education at the Harvard Graduate School of Education
http://asiasociety.org/files/book-globalcompetence.pdf (p. xi)

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