Stitched together A hypothetical

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Stitched together!A hypothetical

• Global Learning Conference
• Darwin
• Thursday 3 November 2005
• Brian Hoepper

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PART 1 OF THE HYPOTHETICAL
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Jake
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Krystelle
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Sportz-R-Us
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Samir
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The Strikers Carlos the coach!
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Tahira
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Tahiras workplace
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Lanhs family
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TCFU
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Stephen
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END OF PART 1 OF THE HYPOTHETICAL
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GROUP DISCUSSION SESSION A
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• Learning emphases
• across the curriculum
• There are six broad learning emphases which
  reflect recurring themes in global education.
  They are
• One world globalisation and interdependence
• Identity and cultural diversity
• Dimensions of change
• Social justice and human rights
• Peace building and conflict
• Sustainable futures

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• One world globalisation and interdependence
• Identify and explore the many ways in which
  individuals and communities increasingly depend
  on each other. Among the spheres in which
  globalisation can be observed are
• Economic (eg expanding trade and investment,
  globalising finance, development cooperation)

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• One world globalisation and interdependence
• Identify and analyse both positive and negative
  effects of globalisation. For example
• Increased trade may lead to more wealth for many,
  but also to more inequality
• Foreign investment can help industries to grow,
  but may lead countries and local communities to
  lose control of their own affairs.

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Identity and cultural diversity Develop a sense
of shared identity with others, as a member of a
community at the local and national levels, as
well as part of a global human society.
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• Dimensions of change
• Acquire understanding of different, but
  interconnected, types of change, including
• Economic change (eg the struggle for economic
  development and justice, factors influencing
  patterns of development, the impact of changing
  patterns of trade, investment and debt)
• Develop and analyse various strategies and
  solutions, including both individual and
  collective action.

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Social justice and human rights Investigate
inequality within and between regions and
nations, and efforts to reduce these
inequalities. Identify and challenge the causes
of poverty and oppression.
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Peace building and conflict Explore the role of
development and poverty eradication in creating
the conditions for peace and cooperation.
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Sustainable futures Develop a sense of optimism
about the future, balanced with a realistic
understanding of the difficulties and challenges
ahead. Investigate alternative courses of
action, and develop a critical approach to
exercising choice.
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• Topic
• If fairer trade means paying more for
  everyday products, do you think Australians will
  be
• willing
• able
• to do that?

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PART 2 OF THE HYPOTHETICAL
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Zac
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Zac
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Alex!!!
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Alex
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Dignity Returns The Solidarity Group Bangkok,
Thailand
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Noi
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Noi
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Noi
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Annie
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Azra
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Trinh
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Trinh
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Trinh
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Jeff
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Michelle
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The Global Learning Centre
Libby
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Global and development education

• For global/development education to be
  successful, it must
• relate to students own lives in some way
• be challenging without being threatening
• offer optimism and hope, not just gloom and
  doom
• encourage open-ended inquiry and active student
  learning
• offer opportunities for student action on issues

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END OF PART 2 OF THE HYPOTHETICAL
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GROUP DISCUSSION SESSION B
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• Question 1
• How can development educators respond to this
  claim?
• For many young Australians, the willingness to
  be ethical consumers is undermined by the power
  of their consumer/culture passions, reinforced by
  peer pressure.
• Question 2
• How can development educators respond to this
  assertion?
• Parents have a right to know that schools will
  not encourage students to embrace ideas that
  challenge the values and aspirations of their
  home and family life.

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Sunday-Mail, 7th March 2004, p.92
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For many young Australians, the willingness to
be ethical consumers is undermined by the power
of their consumer/culture passions, reinforced by
peer pressure.
Parents have a right to know that schools will
not encourage students to embrace ideas that
challenge the values and aspirations of their
home and family life.
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The scope of global education Global education
aims to develop in teachers and students alike an
open-mindedness to new thinking about the world
and a predisposition to active participation as a
member of the global community building a shared
future.
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• Masks
• Michael Jordan soars through the air,on shoes of
  unpaid labor.
• A boy kicks a soccer ball, the bloody hands are
  forgotten.
• An excited girl combs the hair of her Barbie, an
  over-worked girl makes it.
• A child receives a teddy bear,Made in China has
  no meaning.
• The words "hand made" are printed,whose hands
  were used to make them?
• A six year old in America starts his first day of
  school, A six year old in Pakistan starts his
  first day of work.
• They want us to see the ball, not to see the
  millions of ball stitchers.
• The world is full of many masks, the hard part
  is seeing beneath them.
• Cameron Robinson