University-school-community
partnerships for global citizenship:
Canadian perspectives
Steve R. Sider, Ph.D.
Wilfrid Laurier University, Waterloo, Canada
Canadian Context: Programs
Multiple examples of Canadian faculties of education with
global citizenship education foci:
-Ottawa’s Developing a Global Perspective for Educators
-Alberta’s Centre for Global Citizenship Education and
Research
-UBC’s Global Citizenship in Teaching and Learning
-Western’s Researching International and Contemporary
Education
-OISE/UT and ETFO Educating for Global Citizenship
-PEI’s Global Issues
+CIDA, UNICEF…
Canadian Context: Literature
Abdi & Shultz (2008). Educating for
human rights and global citizenship
Masemann, Majhanovich, Truong,
& Janigan (2010). Clamouring for
a better world
Mundy, Bickmore, Hayhoe,
Madden, & Madjidi (2008).
Comparative and international
education
O’Sullivan & Pashby (2008).
Citizenship education in the era of
globalization
Trilokekar, Jones, & Shubert
(2009). Canada’s universities go
global
Multiple articles in the Canadian
Journal of Education:
Eidoo, Ingram, MacDonald,
Nabavi, Pashby, & Stille (2011).
Through the kaleidoscope…
Evans (2006). Educating for
citizenship
Mundy & Manion (2008). Global
education in Canadian
elementary schools
Reimer & McLean (2009). Global
education and teacher
candidates
Shultz (2007). Educating for global
citizenship
Immediate Context: Wilfrid Laurier
University, Waterloo, Canada
 University changes – FOE,
academic strat plan
 PDS model
 School board and community
focus on global citizenship
 Glocal
-courses on equity and diversity
-integration of GC in courses
-workshops, discussion groups
-service opportunities,
experiential learning
-university-school-community
 Question: how are glocal
citizenship dispositions
within teacher candidates
impacted by a universityschool-community
partnership?
The Breadwinner
The Breadwinner is an action-filled book about a little Afghan girl
named Parvana who lives with her once rich family in a bombed out
apartment building.
Pre-Taliban, her parents were both highly educated professionals ,
but the Taliban’s strict codes of conduct for women, and the later
arrest of her father, leaves the family with no means for survival.
Disguised as a boy, and with great courage, Parvana finds a way to
provide for her family, while dealing with the devastation all around
her.
Not only is this book an exciting read, but it offers a rare and
accessible portrayal of Afghani culture. Parvana’s family is depicted as
loving, educated, supportive and highly equitable between the sexes
– a nice contrast to post-Taliban values which North Americans have
erroneously come to associate with all Middle Eastern peoples.
The Breadwinner is recommended for students in grades 4 to 8, but
is an enjoyable read for people of any age.
Evaluation:
1.
Illustrations:

2.
Story Line:

3.
Life-Styles:

4.
Relationships :

5.
Heroes:

6.
Effects on Self-Image:

7.
Author’s Perspective:

8.
Loaded Words:

9.
Copyright Date:

10.
Consider Literacy, Historical,
and Cultural Perspectives:

Based on 10 Quick Ways to Analyze
Children’s Books For Racism and Sexism
 Ellis, Deborah. (1991). The Breadwinner. Groundwood Books. ISBN 0-88899-416-8
(pbk.)
ONE HEN: HOW ONE SMALL LOAN MADE A BIG DIFFERENCE
WRITTEN BY: KATIE SMITH MILWAY ILLUSTRATED BY: EUGENIE FERNANDES
Book Talk: One Hen is an inspiring story about a young Ashanti boy named Kojo, from
Ghana, Africa who had to quit school to help his widowed mother collect firewood to sell at
the market after his father died. This story is inspired by the life of Kwabena Darko, who
shares a similar story with Kojo. This book tells the story of what happens when Kojo
borrows a few coins from his village’s collective fund to buy one hen. He walks two hours to
a chicken farm in a neighbouring village, and he finds a plump and brown hen with a bright
red comb that he wants to buy. He purchases the hen with the hopes of selling some of the
eggs she lays in order to buy more hens. And Kojo does buy more hens, and more and
more of them, until he has enough money to return to school. Kojo receives a scholarship to
an agricultural college to learn more about farming and soon Kojo’s farm grows to become
the largest in the region. One Hen is a story about how one small loan, and one small boy,
can make a difference in the world. Read this book to find out how Kojo did just that.
Analysis:
Overall Rating:
½
Illustrations: Great illustrations that depict life in Ghana, however some students might get the impression that everyone
living in Africa carries things on their head.
Story Line: Excellent story line about how one small loan, and one small boy can make a large difference in the world. This
is a moving story of courage, cooperation, and community that could be effectively incorporated into any classroom. The
only thing that students might get the impression is that all African children must quit school to help their family earn money.
Relationships and gender roles: Warm and caring relationships between family members and community. Both men and
women in this story seem to take equally active roles caring for their families and earning money.
Milway, K. S. (2008). One Hen: How one small loan made a big difference. Toronto, ON:Kids Can Press Ltd.
 What kinds of questions do you have?
http://www.mediathatmattersfest.org/watch/9/why_do_wh
ite_people_have_black_spots
 A chocolate lovers delight: http://www.global-ed.org/cuchocolate.pdf
 A simulation – a day in the market, a day in the country, a
day in the city
Attached is a slide show that M and myself put together
regarding the World Changers Kit that we got from We Day.
We are presenting this information to all K [school] staff at
tomorrow's staff meeting. We have linked the lessons
incorporated in the kit to Ontario Curriculum documents so
if you would like to share it with any of the other TECs that
went to We Day or any faculty members you are welcome to.
EB
I just finished my first Adobeconnect meeting with a teacher in
a SN [six nations] classroom in Brantford. We are getting
together tomorrow at 12:30pm with our classes for the first
time. Interestingly, we have both been studying the Titanic
and so the kids will be chatting about what they've been
learning…We've also sent them information to access our
rooms Kidblog so that the kids can chat in between live
connection times.
CD
I just wanted to say a big thank you to all of you for attending and
participating in the discussion we had with JB yesterday. I hope
everyone was able to take a little something away from it that will inspire
them to keep our journey going…
What stuck out for me was when JB said "*You *have to find out what you
can do..." and it's true - there are always opportunities arising where we
can do something to help; it's just a matter of acting on it and hopefully
along the way getting others involved as well.
Thank you J for reminding us to always see the glass as half full :)
Thanks again for an inspiring day! I feel so fortunate to be surrounded by
amazing people like yourselves!
MN
Global citizenship as transformative?
“Global exchanges”
“Glocal interchanges”
 Trips and exchanges, one-
 Reflection, service,




off programs
Short-term
Some preparation, some
debriefing
Disconnected to curricular
and co-curricular
experiences
Purpose?





learning, reflection
Glocal
Long-term
Integrated
Holistic
Critical, explorative,
reflective, collaborative
Significance, Next Steps
 Facilitating glocal interchanges to shape transformative





dispositions
PDS framework (integration of university, school,
community) – what would this look like in a more traditional
FOE model?
Cohort?
Longitudinal study
Adapting of the GCS (Morais & Ogden, 2011)
A copy of this presentation is available on my blog or email
me: ssider@wlu.ca
www.glocalperspectivebuilding.blogspot.com