1. Global Citizenship
What is it? And how do we
incorporate it into our teaching?
Emma Davies, Sarah Mirrington,
Andreas Kotsakis, Wesley Fraser
Team John -- Global Citizenship
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2. Intended Learning Outcomes
• By the end of this session, you should be able to:
i.
Develop a definition of Global Citizenship (GC) within the
context of your discipline using appropriate guideline
material.
ii.
Recognise the delivery of Global Citizenship that already
exists within your teaching, and highlight any gaps.
iii. Take ideas away to aid the development of a programme
team approach to incorporating Global Citizenship more
explicitly within your field.
Team John -- Global Citizenship
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3. What is Global Citizenship?
Brookes:
United Nations:
UK national curriculum:
“Knowledge and skills, showing 21st-century national curriculum needs
“The world faces global challenges,
Tate (Art):
“A crosscultural awareness, and valuingto prepare part of the and work inwhich require global solutions. These
human
“Art is a fundamental learners to live
diversity. The ability to work effectively,
interconnected global challenges
UK Citizenship Foundation: call for
this fast-moving interdependent, global
publicglobal context.” express ideas,
realm…artists
and responsibly, in aScotland:
far-reaching changes in how we think
a state or a
society…”
Education
attitudes and beliefs. Often, these “Citizens are members ofdignity of fellow human
the globe]. Citizenship is the
“Global Citizenship brings to politics, society and nation [orand act for the
UNESCO:
are central together
beings. It is not enough for education to
process of being such a member. It is how
education for citizenship, international
“Global citizenship cannot be expressed
economics.”
we OXFAM: work, together.” can read, write
make produce individuals who
society
education and sustainable development
in any legal manner, it can never the less
and count.”
education andHEA (Psychology):
recognises the common
“...enabling young people to developother that may have a
be expressed in the
HEA (Mech. Eng.):
outcomes and principles of these three and core competencies which allow them to
“Preparing students for responsible
significant and profound impact on the
global issues and the with the world, and help
areas.” “emphasising them to
actively engage
proactive citizenship, and helping
development of civic engagement and
globalised economy in the context of Barclays:sustainable
make ethical and critical evaluations” to make it a more just and citizen-state relations”
design and manufacture generally and place”
”…thinking about everything we
specifically in subjects and modules that
OpenDemocracy.net: and making sure that do as a
business
has a
Walkington underpin the citizen is someone who
(1999): environmental agenda.”
“A global
QAAa(Geography):
positive impact… to address social
OfSTED:
identifies with being part of an emerging Geographers should demonstrate an
“…rights and responsibilities must be
problem…”
considered in relation totaught to develop and whose actions awareness of the constitution of places
real community a social
“Children are worldsystems,
contribute to building
centred on individuals within their cultural for thecommunity’s outside their own immediate everyday
and moral conscience and skills this
and socialincluding conflict resolution and
future, contexts…” values and practices
experience and be aware of the global
critical thinking.”
context…”
Team John -- Global Citizenship
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4. What is Global Citizenship?
A clear, universal definition of Global Citizenship
has not yet emerged
But, that does not mean GC does not exist
Nor, that GC cannot be taught effectively....
Team John -- Global Citizenship
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5. - Activity • What does Global Citizenship mean to you?
– Think of 1 example of how you incorporate Global
Citizenship into your teaching
– Share your example(s) with your neighbour
(3 minutes)
– Join with another pair to discuss your ideas
(4 minutes)
• Can you define a cross-discipline definition?
– Feedback
Team John -- Global Citizenship
[ILOs 1 & 2]
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6. Why teach Global Citizenship?
The present situation:
Primary education has had Global
Citizenship established within the
curriculum for some time
Higher Education/Adult Learning could
derive some key approaches from primary
education…
From: LTS (2011)
From: Walkington H. (1999)
Team John -- Global Citizenship
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7. Why teach Global Citizenship?
From: LTS (2011)
Team John -- Global Citizenship
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8. Programme level implementation
• You may not have control over programme-level decisions
• But you can influence such decisions:
1. Talk to colleagues about the ways in which they
include GC
2. Build up overview of GC teaching within your
department
3. Any gaps?
4. Reflect: does this fit with the Brookes Graduate
Attribute?
PETAL project!
Team John -- Global Citizenship
[ILO 3]
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9. Summary
1. You probably already teach Global
Citizenship! Reflection on your own teaching and that of
colleagues will help you identify this
[ILO 1]
2. Emphasise within your teaching elements
that you consider to be Global Citizenship to
draw explicit links between teaching and Brookes Graduate
Attributes
3. Consider how Global Citizenship is included
at the programme level within your department, are
there ways in which you can improve this?
Team John -- Global Citizenship
9

10. Summary
1. You probably already teach Global
Citizenship! Reflection on your own teaching and that of
colleagues will help you identify this
2. Emphasise within your teaching elements
that you consider to be Global Citizenship to
draw explicit links between teaching and Brookes Graduate
[ILO 2]
Attributes
3. Consider how Global Citizenship is included
at the programme level within your department, are
there ways in which you can improve this?
Team John -- Global Citizenship
10

11. Summary
1. You probably already teach Global
Citizenship! Reflection on your own teaching and that of
colleagues will help you identify this
2. Emphasise within your teaching elements
that you consider to be Global Citizenship to
draw explicit links between teaching and Brookes Graduate
Attributes
3. Consider how Global Citizenship is included
at the programme level within your department, are
there ways in which you can improve this?
Team John -- Global Citizenship
[ILO 3]
11

12. References
• LTS (2011) Developing Global Citizens within Curriculum for
Excellence.
Learning
and
Teaching
Scotland.
www.ltscotland.org.uk/globalcitizenship
• Walkington H. (1999) Global Citizenship Education (Theory
Into Practice). Geographical Association, Sheffield, UK
Team John -- Global Citizenship
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13. Team John -- Global Citizenship
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