‘Making the Links!’ Education for Sustainable Development and Global Citizenship and Race Equality

1. 1 ‘Making the Links!’ Education for Sustainable Development and Global Citizenship and Race Equality Jonathan Brentnall Liz Thomas Cyfanfyd 2005

2. 2 “the most important issue facing humanity today”

3. 3 clean water global energy supply population growth pollution nuclear proliferation global warming ecological survival rainforest destruction mass species extinction sustainability climate change racism our differences or common humanity threat of terrorism love, peace, tolerance, compassion, altruism and affection

4. 4 Different people have different perspectives on what is important. All the issues are addressed by ESDGC or Race Equality.

5. 5 What is ESDGC and what does it have in common with Race Equality?

6. 6 Traditional approaches and associations Sustainable Development - environmental issues, geography, science Global Citizenship - charity, aid, RE, PSE, diversity Race Equality - multiethnic schools, racist incidents, slavery, civil rights, history

7. 7 It’s how you look at things Source: Exploring our World Published by: One World Centre for Northern Ireland - 2001

8. 8 It’s how you look at things Source: Exploring our World Published by: One World Centre for Northern Ireland - 2001

9. 9 ESDGC encompasses … • The links between society, economy and the environment and between our own lives and those of people throughout the world • The needs and rights of both present and future generations • The relationships between power, resources and human rights • The local and global implications of everything we do and the actions that individuals and organisations can take in response to local and global issues.

10. 10 The 9 Key Concepts of Education for Sustainable Development and Global Citizenship are: • Interdependence • Citizenship and stewardship • Needs and rights • Diversity • Sustainable change • Quality of life • Uncertainty and precaution • Conflict resolution • Values and perceptions

11. 11 “Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future.” (Jane Davidson, Minister for Education and Lifelong Learning, National Assembly for Wales: Education for Sustainable Development and Global Citizenship – ACCAC 2002).

12. 12 Education for Race Equality enables people to appreciate and celebrate the diversity of humankind, both in the UK and world-wide. It enables children and young people to understand how prejudices, beliefs and actions can result in discrimination or inequality and it develops the knowledge, values and skills to enable young people to challenge racial discrimination, promote equality and promote good race relations in their own lives.

13. 13 Bullying without considering racist bullying Justice and equity without considering racial injustices or inequalities in society Environmental resources without considering impact on ethnic groups Racist incidents without considering universal human rights Slavery without considering economic, political and environmental causes and consequences

14. 14 Images 1

15. 15 Images 2

16. Language 1 16 Column 1 The Japanese like Sumo wrestling. Africans are very poor compared to us. Muslim women wear headscarves to cover their hair. In China, they eat rice every day. In Britain we eat bread or potatoes Column 2 Some people in Japan like to watch Sumo wrestling. In parts of some African countries, like Sierra Leone or Sudan, there are people who experience poverty. Often, devout Muslim women will wear a headscarf called a hijab. In China, more people are likely to eat rice regularly than in Britain where more people are likely to eat bread or potatoes.

17. 17 Language 2 • ‘the Japanese …’, • ‘Africans …’, • ‘all Muslims …’, • ‘In China, they …’, • ‘In Britain, we …’ some people in parts of this country often may / might are likely to Coloured people in underdeveloped third world countries. ‘other cultures’ - ‘different from us’

18. 18 ESDGC and Education for Race Equality • Recommended by ACCAC • Inspected by ESTYN • Are complementary • Enhance and enrich the curriculum • Share common content and knowledge • Promote and develop the same values, skills and attitudes • Relate to human rights education

19. 19 The issues are interconnected

20. 20 clean water global energy supply population growth pollution nuclear proliferation global warming ecological survival rainforest destruction mass species extinction sustainability climate change racism our differences or common humanity threat of terrorism love, peace, tolerance, compassion, altruism and affection

21. Attitudes and values Respect for diversity Concern for environment Commitment to social justice and equity Belief that people can make a difference Skills Critical thinking Ability to argue effectively Conflict resolution 21 Making links with the curriculum SUBJECT and KS TOPIC - for scheme of work CHOICE of CONTENT - makes the links between the topics and the important issues IMPORTANT ISSUES - environmental, human, racial equality PERSPECTIVE - aims to develop attitudes, values and skills ENGLISHKS1 GEOG KS1 DT KS2 MATHS KS2 SCIENCE KS3 HISTORY KS3 • Fairy tales • Holidays • Homes and shelters • Money • Making & using electricity • 20th century medicine Climate change Diversity Energy Health Inequality Resource depletion Racial discrimination Waste Wealth and poverty Human virtue

22. SUBJECT and KS TOPIC - for scheme of work CHOICE of CONTENT - makes the links between the topics and the important issues IMPORTANT ISSUES - environmental, human, racial equality PERSPECTIVE - aims to develop attitudes, values and skills 22 Making links with the curriculum - example HISTORY KS3 20th Century medicine • Health benefits for all. • Medical organisations. • Natural sources of medicines - rainforest. • The impact of habitat destruction on species extinction. • Globalised culture - loss of traditional/indigenous knowledge of plants and healing. • Needs of people in developing nations. • Why some preventable diseases still exist. Influence of multinational drug companies. • Inequalities in health and provision between racial groups in UK. Health Diversity - biodiversity Deforestation/habitat destruction and species extinction Diversity - people Resource depletion Population growth Global economics Inequality - social and racial Attitudes and values Belief that people can make a difference Concern for the environment Commitment to social justice and equity Skills Critical thinking Show respect for people and things

23. Name of resource: Main curriculum subject covered: Which other subjects could it be used for or adapted to? ESDGC/Race Equality topics covered: ESDGC/Race Equality attitudes, values and skills developed: Could you extend or enhance this activity to link with other ESDGC/race equality issues? How? Uncertainty and precaution: Is there anything you might need to be cautious about when using this activity? Are there ways it might promote negative views or work against some of the aims of ESDGC/race equality? 23 Evaluating resources