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Participants :
Barbara Clarke (Bradford Diocesan Resources Centre), Susan Waltham (Department
of Teacher Education, Bradford College), David Fitch (Interfaith Education
Centre), Christine Nias (Peace Museum, Bradford), Sally Tottle (Development
Education, Bradford), Laiqa Sheikh (Bradford College)
Organised
by :
Trish Sandbach, Adam Ranson & Phil Grayston (Leeds
Development Education Centre)
After
tea and biscuits our participants were asked for their reactions
to the cartoon picture entitled 'Rebuilding' which shows two
new towers labelled 'Global Communication' and 'Global Education'
set against a New York skyline. This gave rise to a lively and
stimulating discussion which led nicely into our first activity.
1) The
participants were asked to form 3 pairs in order to respond to
the question :
What
is our world like?
| varied |
uncertain |
unfair |
| beautiful |
complex |
in
danger |
| diverse |
confused |
in
conflict |
| thinking
in new ways |
interconnected |
money
driven |
| exciting |
fragile |
run
by men |
| precious |
small |
full
of misunderstandings |
| challenging |
round |
unstable |
| more
aware of what's going on |
moving
very fast |
|
| |
changing
(climate) |
|
| |
changing
(people) |
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2) We
asked the same pairs to brainstorm on what knowledge and understanding,
values attitudes and skills we need to offer/foster in our children
in order that they can contribute positively in this world.
| Knowledge & Understanding |
Values & Attitudes |
Skills |
|
relevant
facts & information
|
rights & responsibilities |
challenge
injustice |
| sense
of how things got to be as they are |
respect/identity |
critical
awareness |
| sense
of how things could be different in the future |
co-operation/sharing |
thinking/listening |
| awareness
that other people see things differently, and why |
belief
in peaceful conflict resolution |
able
to express self |
| accepting
complexity of issues |
sense
of justice for all |
literacy & numeracy |
| realising
there's more than 1 conclusion |
empathy/compassion |
thinking
skills |
| technical & scientific
knowledge |
love |
able
to access info |
| understanding
bias |
trust & open-mindedness |
work & think
independently |
| philosophy |
courage & determination |
accept
majority decisions |
| |
hope |
operate
as part of a team |
| |
commitment
to making an active contribution |
courage
to think differently |
| |
|
understanding
the value of diversity |
| |
|
conciliation |
| |
|
arbitration |
| |
|
conflict
resolution |
| |
|
research
skills |
| |
|
linguistic
skills |
| |
|
discernment |
| |
|
putting
others first |
3) Adam
Ranson gave an overview of the regional strategy process, from
local forums starting in Autumn 2001 leading on to the regional
forum on 24th January through to the formation of a co-ordinating
committee and programme delivery in Spring 2002.
4) Consultation:
Participants
were divided into 2 groups and asked to consider 2 of the following
questions :
- What/where
are the opportunities at the moment for delivering the global
dimension in education?
- What
good practice is already under way in the Bradford area ?
- What
are the obstacles which hinder the delivery of the global dimension
?
- What
needs to happen in the next 10 years to ensure that the global
dimension is delivered coherently and effectively to our young
people's education ?
After
the groups had discussed these questions they gave feedback as
follows :
a)
Opportunities:
Curriculum
opportunities, such as Geography, History, R.E.
Cluster groups of schools working on specific projects.
Cross-curricular projects.
Looking for similarities instead of differences.
Literacy & Numeracy.
School students working with asylum seekers.
Interest in 'Circle Time' : wider views.
'Multicultural education' and other related work being done.(Not necessarily
the same label)
Peace Studies Department in Bradford.
Work with student teachers in Higher Education Global Teacher groups.
(Claudette Salmon)
b) Good Practice:
Work
with the Peace Studies Department - Peace Studies undergraduates
working with schools.
Women in Peace.
Global Teachers project.
Working in cluster groups.
Circle Time.
Peer mediation.
Students working with asylum seekers.
c)
Obstacles:
Teachers
are already stretched.
INSET is badly needed.
This needs a whole school approach with support from top management.
Inflexible National Curriculum - teachers daren't stray from exam-oriented
work.
d)
What we need in the next 10 years:
Political
commitment.
A niche in the curriculum or a way of being cross-curricular.
Initial teacher education.
INSET to enable teachers to deliver this.
The global dimension should be built into QCA documents.
A situation where teachers are in a position to rise to the challenge
of delivering the global dimension, equipped :
- Strategies
- An
understanding of the complexities of the issues.
- Openness
in teaching & learning
- Openness
in the school culture.
- Openness
in dealing with certain issues.
Resources.
Monitoring & evaluation.
Identification of what is already going on, recognise it and co-ordinate
it.
At the end of the meeting the participants were thanked for their attendance
and contributions. The following participants agreed to represent
the Bradford Local forum at the Regional forum to be held on 24th
January, 2002 :
Barbara
Clarke (Bradford Diocesan Resources Centre)
Sally Tottle (Bradford - Development Education)
Laiqa Sheikh (Macmillan Campus, Bradford College)
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