Global citizens for the
21st century?
Andrew Peterson and Deborah Green
University of South Australia
(andrew.peterson@unisa.edu.au / deborah.green@unisa.edu.au)
HaSS SA Conference Workshop – 28th February 2015
Workshop Focus
• Introductions;
• What is global citizenship in and for the 21st Century?
• Models for conceptualising global learning;
• Refugees - Perspectives;
• The Atomic Bomb – Peace today;
• Where to next?
Introductions
Global citizens for the
21st century?
- what is a global citizen and what are our aims in relation to global citizenship for the
21st Century?
- what does / could global citizenship look like in your school?
UNESCO Conference 2015
https://www.youtube.com/watch?v=XVSgbU6WVSk
Globalization is getting more complex, and this change
is getting more rapid. The future will be more
unpredictable… The last 40 years have been
extraordinary times. Life expectancy has gone up by 25
years. It took from the Stone Age to achieve that.
Income has gone up for a majority of the world’s
population… and illiteracy has gone down, from half
to about a quarter of people on Earth…
But… there are two Achilles’ heels of globalization. There is
the Achilles heel of growing inequality – those that are left
out, those that feel angry, those that are not participating…
The second Achilles’ heel is complexity – a growing fragility,
a growing brittleness. What happens in one place very quickly
affects everything else. This is a systematic risk, systematic
shock. We’ve seen it in the financial crisis. We’ve seen it in the
pandemic flu. It will become virulent and it is something we
have to build resilience against.
(Ian Goldin, Director of the 21st Century School, Oxford, UK: 2009)
climate change
environmental degradation
population growth
energy
conflict
biodiversity loss
fresh water scarcity
disease and health risks
security
forced migration
extreme poverty
education inequalities
Some frameworks for conceptualising
global learning
Curriculum Approaches
An Issue-Based Approach
Refugees in Australia
(Migration Museum)
https://www.youtube.com/watch?v=GYwC7OXPTrM
Refugee Activity - Perspectives
Shaun Tan – The Arrival
https://www.youtube.com/watch?v=vAay4myoEDE
One of the great powers of storytelling is that it
invites us to walk in other people’s shoes for a while,
but perhaps even more importantly, it invites us to
contemplate our own shoes also. We might do well to
think of ourselves as possible strangers in our own
strange land. What conclusions we draw from this
are unlikely to be easily summarised, all the more
reason to think further on the connections between
people and places, and what we might mean when we
talk about ‘belonging’.
Shaun Tan
Essentially, The Arrival is the universal story of those who
journey to a foreign land. It depicts the pain of departure, the
confusion of arrival, the overwhelming sense of dislocation and
finally glimmerings of hope.
(Shaun Tan’s The Arrival’, Fiction Focus, Vol. 21 No. 1, 2007,
https://www.scribd.com/doc/180072460/the-arrival-pdf)
‘Somewhere in my past and yours, there is likely to be a suitcase
with foreign stamps.’ These images by Shaun Tan explore the pain
of departure and loss; the memories of loved ones; hope and
yearning for a sweeter life; the courage of the migrant – the ‘new
arrival”.
(http://identities.asiaeducation.edu.au/resources/resource_page.html?resourceId=3005)
Exploring Perspectives
Looking at the six sources
(Tan video/book, UNHCR posters, Australian Government poster,
newspaper headlines; child’s drawing)…
Mind-map ways that you could use these with your students to explore
different perspectives?
ABC Inside Detention
http://www.abc.net.au/btn/story/s3749309.h
tm
7:30 Report – Towed Back
https://www.youtube.com/watch?v=Z5t_CaaAyPI
Connecting back to the curriculum
Developing from the Curriculum
The Atomic Bomb & Peace Today
Historical Significance
Partington’s model (taken from Wrenn,
2011):
• Importance – to the people living at
the time;
• Profundity – how deeply people’s lives
have been affected by the event;;
• Quantity – how many lives have been
/ were affected;
• Durability – for how long have
people’s lives been affected;
• Relevance – the extent to which the
event has contributed to an increased
understanding of present life.
Counsell’s model (2004):
• Remarkable – the event/idea/person was
viewed as remarkable by people at the
time and/or by people since;
• Remembered – the event/idea/person was
important to a given set of people at
some point in time;
• Resonant – people like to make analogies
to the event/idea/person, drawing back
to it and making connections to it;
• Resulting in change – the
event/idea/person had consequences for
the future;
• Revealing – the event/idea/person
reveals other aspects of the past.
Truman’s Announcement
https://www.youtube.com/watch?v=WkmJkbe5-lw
Global Citizens for the
Peace
st
21
Century –
Sadako’s Crane
https://www.youtube.com/watch?v=y1TtwQ0gHIo
Gill Hicks and MAD nests
‘We have such incredible ability and power to make choices, to make a
positive difference and to leave the world better off than when we
entered – to create our own personal legacy.’
Gill Hicks MBE
http://www.madnests.com/
Building from studying the use of the Atomic Bomb in
WW2 how could you explore peace today with your students
to develop their global learning?
Where to next?