reading the world ecta video link march 2014
TRANSCRIPT
Reading the world – intercultural understanding in the Australian
Curriculum & the EYLF.
Wednesday 12 March 2014 4.00 PM - 5:45 PM
Alisa Cleary
Global Learning Centre Education Consultant
What’s your story? Let’s play Gin Rummy…
On three small separate pieces of paper (or sticky notes), write a couple of words using the following categories. 1. Things I enjoy out of school 2. Places I have a connection with 3. My goals or ambition
Match or link your responses with group members.
(Adapted from Teaching the Global Dimension - Key principles and effective practice, edited by David Hicks and Cathie Holden, 2008:143)
Outcome – I learnt about Nena, I considered my own characteristics and individuality, and I realise the many ways in which we share interests or background.
• Explore difficult issues in a safe way, • To see other people’s points of view, • To see the world, • To support children in developing their own personal
narratives, • To identify with characters, • Explore and develop attitudes and values, • For enjoyment, it is ok to explore feelings, • To develop verbal and visual literacy, critical thinking
skills, • To empathise - get under the skin of others, • To deal with difficult realties in a manageable and
non-threatening way.
What would you add to or change on the list?
Why use stories to explore issues?
• Issues are raised naturally as children try to make sense of the world,
• To help them to reflect on their experiences, • To support their intellectual development, • As a way of valuing their concerns and taking them
seriously, • To break down ignorance, prejudice and fear, • To encourage them to question and develop critical
thinking, • To build on discussions they have with parents at home, • For developing self-confidence and give them the power
to change things, • As an effective way of promoting equal opportunities, • To prepare children as effective global citizens.
Why should we encourage young children to talk about issues?
(Start with a Story - Supporting young children’s exploration of issues, Teachers in Development Education, DEC, Birmingham, page 5)
The changing purposes of schooling
The Melbourne Declaration on Educational Goals
for Young Australians 2008
Preamble continued
Global integration and international mobility have increased rapidly in the last decade. As a consequence, new and exciting opportunities for Australians are emerging. This heightens the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship.
Goal 2: All young Australians become successful learners, confident and creative individuals, active and
informed citizens
2008 Melbourne Declara-on on Educa-onal Goals for Young Australians.
The Australian Curriculum P-10
• English, Mathematics, Science, History
• Geography, Languages, The Arts • Health and Physical Education, Design
and Technology, Economics/Business/Civics and Citizenship
Cross-Curriculum Priorities
– Aboriginal and Torres Strait Islander
Histories and Cultures – Asia and Australia’s Engagement with
Asia
– Sustainability
General Capabilities
Intercultural Understanding
• Intercultural understanding encourages students
to make connections between their own worlds and the worlds of others, to build on shared interests and commonalities, and to negotiate or mediate difference.
• It develops students’ abilities to communicate
and empathise with others and to analyse intercultural experiences critically. It offers opportunities for them to consider their own beliefs and attitudes in a new light, and so gain insight into themselves and others.
(Source: ACARA)
Expected Learning Outcomes in the Early Years Learning Framework (EYLF) for
Australia.
1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators.
Outcome 2: Children are connected with
and contribute to their world
a) Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
b) Children respond to diversity with respect
c) Children become aware of fairness
d) Children become socially responsible and show respect for the environment
(b) Children respond to diversity with respect
This is evident, for example, when children- • begin to show concern for others,
• explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings ,
• become aware of connections, similarities and differences between people,
• listen to others’ ideas and respect different ways of being and doing,
• practise inclusive ways of achieving coexistence, and
• notice and react in positive ways to similarities and differences among people.
But how do I achieve this?
What is the GLC?
Not-for-profit community based organisation.
Offers:
• a professional library
• access to the Global Education Network
• curriculum materials and support for time poor teachers
• the delivery of the Global Education Project in Queensland.
GLC Digital/Online Resources
Scoop.It! Tumblr Pinterest
Facebook Global Learning Centre
Twi@er
Global Education Project www.globaleducation.edu.au/global-education/
what-is-global-ed.html
The Framework
The framework for global
education outlines the values, knowledge, skills, and opportunities for action within five interconnected learning emphases and their encompassing spatial and temporal dimensions.
(Quittner and Sturak, 2008:5)
Identity and cultural diversity …an understanding of self and one’s own culture, and
being open to the cultures of others.
Cartoon by Nicholson from "The Australian" newspaper: www.nicholsoncartoons.com.au
Let’s take a look at activities using picture books to read the world.
The accompanying CD Rom
Inclusive Classrooms…creating an environment for talk
• Sharing Circles: encourage interaction and communication
• Home Corner: include utensils, clothing, dolls, music, money, recipe books, children’s comics and toys etc which represent a variety of cultures including the backgrounds of those in the class. Avoid gender stereotyping.
• Display Materials: use posters, photos, artwork that represent a diverse range of places, people and cultures. Inflatable globes and wall maps are useful. When displaying learners’ work ensure that all are included and all types of learning are represented.
(Thinking Globally, page 16-17)
Inclusive Classrooms continued
• Literacy Materials: include picture storybooks, non-fiction books, videos, DVD’s, CD-ROM’s, songs, rhymes, games and puppets which reflect diversity and represent a range of cultural traditions and avoid stereotype.
• Learning Centers: include mystery
items and hobbies from a variety of cultures, items made in various countries, highlight the weather in different parts of the world using maps, clothing and activities.
(Thinking Globally, page 16-17)
Strategies for responding to global issues in children’s literature
(Thinking Globally, page 19-21)
1. Three levels of questioning 2. Challenging stereotypes 3. Graffiti 4. Think, pair, share 5. Book reviewing 6. Dramatising the story 7. Story maps 8. Drawing and labeling pictures 9. Retelling a story 10. Questioning characters in a book 11. Speech bubbles 12. Excursions or visitors 13. Indigenous dreaming stories
(Thinking Globally, page 55)
Whoever you are & families
h@p://www.globalwords.edu.au/
(Thinking Globally, page 56-57)
My name & a right to a name
Appreciating the importance of a name.
Name sharing - respond to any of the following questions with another. 1. After whom were you named? 2. Do you like your name? Why or why not? 3. What’s the ethnic or language background of
your name? 4. Do you know what your name means? 5. Have you ever met anyone else with the same
first name? 6. What other names are in your family (sisters,
brothers, other relatives)? (Source: Mara Sapon- Shevin, 2010:73)
• Hebrew origin - ‘great happiness’ • Hard to pronounce - Alicia, Alica, Aliza, Ailsa,
Alisha • First memory at 12 years of meeting another
Alisa. • Sisters - Katrina, Christina, Emma
(Source: http://www.thinkbabynames.com/meaning)
Alisa
1. All children have the right to what follows, no matter what their race, colour sex, language, religion, political or other opinion, or where they were born or who they were born to.
2. You have the special right to grow up and to develop physically and spiritually in a healthy and normal way, free and with dignity.
3. You have a right to a name and to be a member of a country. 4. You have a right to special care and protection and to good food, housing and
medical services. 5. You have the right to special care if handicapped in any way. 6. You have the right to love and understanding, preferably from parents and
family, but from the government where these cannot help. 7. You have the right to go to school for free, to play, and to have an equal
chance to develop yourself and to learn to be responsible and useful. Your parents have special responsibilities for your education and guidance.
8. You have the right always to be among the first to get help. 9. You have the right to be protected against cruel acts or exploitation, e.g. you
shall not be obliged to do work which hinders your development both physically and mentally. You should not work before a minimum age and never when that would hinder your health, and your moral and physical development.
10. You should be taught peace, understanding, tolerance and friendship among all people.
Ten Rights of the Child
(Thinking Globally, page 64)
Discrimination
Role play Enabling children to enter the world of a story and to
imagine what it might feel like to be one of the characters.
‘ I’d like to ask’ … developing questioning skills.
In groups children decide on questions they would like to ask one of the characters in the story. They put them to a child or a teacher, who takes a ‘hot seat’, playing the part of that character and answering the questions. (Start with a Story - Supporting young children’s exploration of issues, Teachers in Development Education, DEC Birmingham, page 5)
Fair Skin Black Fella
h@p://www.creaJvespirits.info/aboriginalculture/people/aboriginal-‐idenJty-‐who-‐is-‐aboriginal#toc0
The single story creates stereotypes, and the problem with stereotypes is not that they are
untrue, but that they are incomplete. They make one story become the only story.” (Chimamanda Ngozi Adichie )”
Interactive multimedia resource
A world of clothes - Year 3 & 4 Activity 1: Dressing up Activity 2: Photo wardrobe Activity 3: What clothes can I buy? Activity 4: Clues within clothes Activity 5: Voice Thread explorations on clothing Activity 6: Our clothes tell a story Activity 7: What are stereotypes? Activity 8: Recognising stereotypes Activity 9: Taking action – Addressing assumptions about clothing
Put yourself in the picture
Draw your portrait on a post-it note. Place the portrait in the picture. • What is like to be in the picture? • What does it smell like? • Look like? • Sound like? What questions would you like to ask the other people in the picture?
(Thinking Globally, page 20-21)
(Source: Gabiann Marin, 2009)
http://www.globaleducation.edu.au/
Taking Flight… Have you ever moved? How did you feel about moving?
(Thinking Globally, page 107)
h@p://www.literacyshed.com/
h@p://www.prejudicenoway.com.au/
h@p://en.childrenslibrary.org/
http://www.worldstories.org.uk/home/home
h@p://www.globalkidsoz.com.au/
Some tips on selecting appropriate texts:
• Texts should be representative of
languages spoken at home and in the community.
• Books need to depict a variety of family structures, ethnicities, cultures and ages (including the elderly). Contemporary as well as traditional perspectives are important.
• Books should show men and women engaged in different activities at home, work and leisure.
• Texts that challenge stereotypes and bias, such as The Paper Bag Princess (Robert Munsch) are a worthwhile inclusion.
• Look for literature that embeds cross-cultural friendships in naturalistic ways.
March Membership Madness – 25% Discount
Individual: $35/$26
School/Preschool: $85/$64
Got to www.glc.edu.au/join_us
Code: MARCH 14
Contact Us
102 MacDonald Road
Windsor
Ph: 3857 6666 Fax: 3857 6655 Email: [email protected] Website: www.glc.edu.au
Alisa
Karena
Laura
Nena
(teacher/librarian)