Embedding International Citizenship in and out of the classroom

1. Embedding International Citizenship in and out of the classroom Elly Tobin Principal JCC/CfIC

2. College for International Citizenship, Birmingham http://www.cfic.org.uk/

3. Context • Urban growth and Migration • Cultural and ethnic diversity • Faith issues • Social and economic disadvantage • Localism Vs Globalism– spatial and cultural enclaves • Restrictive and restricted worldviews and life experience

4. Multicultural and Intercultural Education Debates • “Sleepwalking into segregation”? • The world in the city, the world in the neighbourhood • The time warp of cultural heritage: stagnation, modernization and development • Media culture and use: fragmentation • Gender issues, conflict and conformity

5. Diversity and Difference • Universal values • Common ground • Accepting/recognizing/valuing difference and diversity • Belonging, identity and connectedness • Learning about self and place in the world • Educating the emotions as well as the intellect – feeling and knowing

6. Education should be a mirror that reflects you and a window onto other worlds “The problem with you people is that you’ve had too much education and it has made you silly.”

7. Dimensions of Global citizenshipeducation

8. College for International Citizenship: Aims • By looking at key issues in internationalism and global citizenship we explore how to embrace, develop and embed a global dimension in learning. • Focussing on both the planned and delivered curriculum as well as the extracurricular and hidden curriculum, together we create an international perspective.

9. Creating a connective learning culture – the experience of CfIC • Provides activities that bring students into contact with other cultures and worldviews • Creates a context for world peace by providing opportunities for many cultures to learn together in mutual understanding and respect • Course content or knowledge base provides an international perspective • Recognises that the world is increasingly interdependent

10. Conflict Resolution Human rights Diversity Educating towards Global citizenship Sustainability Communication Values and perceptions Interdependence

11. The Purpose of Global Citizenship Education • Revealing the global as part of everyday local life, whether in an urban village or a mega city • Understanding how we relate to the environment and to each other as human beings. • Acknowledging the complexity of global issues • Asking questions and developing critical thinking skills • Equipping young people with knowledge, skills and values to participate as active citizens

12. Key Themes • ETHICS-Opportunities to discuss substantive matters of principle from multiple perspectives • DIVERSITY understand the histories, cultures, beliefs, values and perspectives of a range of individuals and peoples. • GLOBAL ISSUES understand current issues of global significance relating to geopolitics, the environment, health, trade, sustainable development and human rights.

13. Key Themes • SERVICE develop the disposition to serve their community, local and global, through engagement in meaningful, reflective service. • LEADERSHIP acquire and refine the skills of leading and following, collaborating, adapting to the ideas of others, constructive problem-solving, and conflict-resolution

14. Concluding Thoughts • Actually Existing Education: sowing and harvesting? • Education: creative and critical thinkers • Do we need to rearticulate what education is for? • If not now, then when?

15. Just do it