• Can this module help us to explore development processes, or help us develop our understanding of development processes?
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What can we understand about social justice, inequality and power relationships through this module of work?
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How does this topic contribute to our understanding of interdependence?
Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives?
• Can this module help us develop our understanding of human rights, citizenship and democracy?
Political Power, Democracy and Human Rights; Diversity and Intercultural Relations;
Poverty; Peace and Conflict Resolution; Migration; Global Economy and International
Trade; Sustainable Development (from: from W.C.T. Framework for Global Learning)
“A Global Learning approach within a school would need to take account of knowledge, skills and values. It would need to offer a process of learning that ‘opens up minds’ to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection and encourage critical thinking around a values base of social justice and challenge to inequality.”
(Global Learning Programme, England, 2015)
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That rights and responsibilities are understood in a global context and the interrelationships between the local and the global and this is portrayed through
Artworks
That human rights are being denied and claimed locally and globally and this has been shown by some artists
That human rights is a framework for challenging inequalities and injustice such as racism, and that this is reflected through the work of artists and can be reflected through your own work
That our common humanity is valued and the meaning of universal human rights celebrated through your artwork
That it is important to understand how past injustices have affected local and global politics and that this is portrayed through artists’ work
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That art can be a powerful motivator to take action that will contribute to a more just world
Examples:
Banksy, (UK) stencilled anti-war piece, Soldiers Painting Peace, became prominent after it was displayed in a collection at the Tate Britain gallery in
London in 2007. The collection was a recreation of an artistic display outside of the Houses of Parliament, which was confiscated for supposedly violating a law against unauthorized protest within a certain distance of the building.
In this painting two soldiers dressed in battle gear warily look around as they conspire to paint a peace sign on a wall. One is crouching down and holding a machine gun, while the other is holding a brush that has been dipped into a can of red paint and is working on completing the sign. http://www.stencilrevolution.com/banksy-art-prints/soldiers-painting-peace/
Ai Weiwei, (China) His work explores a multitude of challenging themes, drawing on his own experience to comment on creative freedom, censorship and human rights, as well as examining contemporary Chinese art and society. https://www.royalacademy.org.uk/exhibition/ai-weiwei
Pablo Picasso, (Spain) : Guernica is a powerful political statement, painted as an immediate reaction to the Nazi’s devastating casual bombing practice on the Basque town of Guernica during Spanish Civil War. http://www.pablopicasso.org/guernica.jsp
Keith Haring, (USA) Haring held drawing workshops for children in schools and museums in New York, Amsterdam, London, Tokyo and Bordeaux, and produced imagery for many literacy programs and other public service campaigns. Diagnosed with AIDS in 1988, he established the Keith Haring
Foundation, its mandate being to provide funding and imagery to AIDS organizations and children’s programmes. Haring enlisted his imagery during the last years of his life to speak about his own illness and generate activism and awareness about AIDS. http://www.haring.com/
All materials are also available to download from: