By Helen Gadsby, Andrea Bullivant
Content material: worldwide studying: a historic evaluate / Andrea Bullivant -- present coverage and perform / Helen Gadsby -- teaching for international citizenship / Phil Bamber -- in the direction of a ecu size in schooling: constructing an intercultural pedagogy / Audrey Beaumont and Nicola Savvides -- making plans your curriculum / Alison Clark and Anne James -- school room ways: strolling the stroll, (and extra importantly) conversing the debate / Steve Padget and Lorna Pout -- Provocations for bankruptcy 6 (how to do it) / Steve Padget and Lorna Pout -- Case experiences of faculty perform
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Extra info for Global learning and sustainable development
They explore the cultural contexts of scientific theories and use data from around the world. Maths Learners will study numbers and algebra, shapes, spaces and measures. Learners will learn how to handle data and how maths is used and applied in the technological world. English and drama Learners study the media and read factual and non-factual material from a diverse range of cultures and traditions. Subject Learners consider the global ethical issues that affect scientific research. Learners study how science is dependent on good international working relationships and cooperation in research and development.
Hutchinson, F. (1996) Educating Beyond Violent Futures. London: Routledge. Knowles, E. and Ridley,W. (2006) Another Spanner in the Works: Challenging Racism and Prejudice in Mainly White Schools. Stoke-on-Trent:Trentham Books. McKeown, R. (2002) Education for Sustainable Development Toolkit – Version 2. org. Marshall, H. (2005) ‘Developing the global gaze in citizenship education: exploring the perspectives of global education NGO workers in England’, International Journal of Citizenship and Teacher Education, 1 (2), 78.
Curriculum. Learners should be supported to develop relevant knowledge, skills and values to become a global citizen. This will ensure that the learners start to understand other cultures and to develop the skills that are required to become informed global citizens. It must be remembered, however, that just making a school link does not develop the learners into global citizens (see Chapters 1 and 3). Campus. Schools should adopt a ‘fair trade’ policy with regard to the purchase of food and equipment.
Global learning and sustainable development by Helen Gadsby, Andrea Bullivant