University-school-community partnerships for global citizenship

Steve R. Sider, Ph.D.Wilfrid Laurier University, Waterloo, CanadaUniversity-school-community partnerships for global citizenship: Canadian perspectivesCanadian Context: ProgramsMultiple examples of Canadian faculties of education with global citizenship education foci:-Ottawas Developing a Global Perspective for Educators-Albertas Centre for Global Citizenship Education and Research-UBCs Global Citizenship in Teaching and Learning-Westerns Researching International and Contemporary Education-OISE/UT and ETFO Educating for Global Citizenship-PEIs Global Issues+CIDA, UNICEF

Canadian Context: LiteratureAbdi & Shultz (2008). Educating for human rights and global citizenshipMasemann, Majhanovich, Truong, & Janigan (2010). Clamouring for a better worldMundy, Bickmore, Hayhoe, Madden, & Madjidi (2008). Comparative and international educationOSullivan & Pashby (2008). Citizenship education in the era of globalizationTrilokekar, Jones, & Shubert (2009). Canadas universities go global

Multiple articles in the Canadian Journal of Education:Eidoo, Ingram, MacDonald, Nabavi, Pashby, & Stille (2011). Through the kaleidoscopeEvans (2006). Educating for citizenshipMundy & Manion (2008). Global education in Canadian elementary schoolsReimer & McLean (2009). Global education and teacher candidatesShultz (2007). Educating for global citizenship

Immediate Context: Wilfrid Laurier University, Waterloo, CanadaUniversity changes FOE, academic strat planPDS modelSchool board and community focus on global citizenshipGlocal-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 university-school-community partnership?

The BreadwinnerEllis, Deborah. (1991). The Breadwinner. Groundwood Books. ISBN 0-88899-416-8 (pbk.)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 Talibans 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. Parvanas 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:Illustrations: Story Line: Life-Styles: Relationships : Heroes: Effects on Self-Image: Authors Perspective: Loaded Words: Copyright Date: Consider Literacy, Historical, and Cultural Perspectives:

Based on 10 Quick Ways to Analyze Childrens Books For Racism and Sexism

Evaluation is 8

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 villages 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 Kojos 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.One Hen: How One Small Loan Made A Big Differencewritten by: Katie Smith Milway illustrated by: Eugenie FernandesMilway, K. S. (2008). One Hen: How one small loan made a big difference. Toronto, ON:Kids Can Press Ltd. Overall Rating: Analysis:

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.

What kinds of questions do you have?http://www.mediathatmattersfest.org/watch/9/why_do_white_people_have_black_spotsA chocolate lovers delight: http://www.global-ed.org/cu-chocolate.pdfA simulation a day in the market, a day in the country, a day in the city11Attached 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 learningWe'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 andparticipating in the discussion we had with JB yesterday. I hopeeveryone was able to take a little something away from it that will inspirethem to keep our journey going

What stuck out for me was when JB said "*You *have to find out what youcan do..." and it's true - there are always opportunities arising where wecan do something to help; it's just a matter of acting on it and hopefullyalong 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 byamazing people like yourselves!MNGlobal citizenship as transformative?Global exchangesGlocal interchangesTrips and exchanges, one-off programsShort-termSome preparation, some debriefingDisconnected to curricular and co-curricular experiencesPurpose?

Reflection, service, learning, reflectionGlocalLong-termIntegratedHolisticCritical, explorative, reflective, collaborative

Significance, Next StepsFacilitating glocal interchanges to shape transformative dispositionsPDS framework (integration of university, school, community) what would this look like in a more traditional FOE model?Cohort?Longitudinal studyAdapting of the GCS (Morais & Ogden, 2011)A copy of this presentation is available on my blog or email me: ssider@wlu.cawww.glocalperspectivebuilding.blogspot.com