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Aim: Resource banks to go for further ideas and information about including global education in practice. 

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Aim: Resource banks to go for further ideas and information about including global education in practice. 

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Aim: Materials that support the development of global competences

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Aim: Materials that support the development of global competences

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Aim: Ideas and resources to critically self-reflect about your identity and you relate to the world around you

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Aim: Ideas and resources to critically self-reflect about your identity and you relate to the world around you

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Aim: Encourage discussion, and dialogue about global issues 

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Aim: Encourage discussion, and dialogue about global issues 

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About: In diamond nine activities pupils rank nine statements, prioritising those they think are most important at the top of the diamond and those least important at the bottom. Pupils discuss what they have prioritised with others and try to come to agreements in small groups. The statements can vary, but all have a global theme. Through these activities pupils discuss global issues and explain why they think something is important.
Activity: Have a look at the examples below. Can you develop a diamond nines activity for your students? What might the categories be?

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WOSDEC

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Template example of diamond nines activity: Action

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Template example of diamond nines activity: Action

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Stride Magazine

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Aim: Use a range of creative activities (e.g. art, poetry, stories, drama) to support global education

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Aim: Use a range of creative activities (e.g. art, poetry, stories, drama) to support global education

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Signposts

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Aim: Use images to inform and critically engage pupils  

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Aim: Use images to inform and critically engage pupils  

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About: Use photographs and images to generate discussion and challenge stereotypes.

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Signposts

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Aim: Ideas for how to use role play and simulations in global education

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Aim: Ideas for how to use role play and simulations in global education

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About: Role plays and simulations help students put themselves in someone else’s shoes and try to consider an issue from a different perspective.

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Aim: Ideas for how to introduce controversial issues into the classroom

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Aim: Ideas for how to introduce controversial issues into the classroom

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Teaching controversial issues: A guide for teachers

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Teaching controversial issues: A guide for teachers

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Oxfam (2018)

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Tackling controversial issues in the citizenship classroom

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Tackling controversial issues in the citizenship classroom

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Aim: Information about how to take action on a globally related theme. 

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Aim: Information about how to take action on a globally related theme. 

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About: practical environmental activities in schools – e.g, gardens, recycling, community service; political e.g. campaigning etc.

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Signposts

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Aim: Materials that support critical engagement and critical thinking skills for teachers and pupils. 

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Aim: Materials that support critical engagement and critical thinking skills for teachers and pupils. 

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Aim: Resources that support pupils' thinking skills, including some P4C materials. 

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Aim: Resources that support pupils' thinking skills, including some P4C materials. 

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Reboot the Future

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Global Dimension: the world in your classroom

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Global Dimension is the UK's leading global learning platform, supporting a community of educators in bringing global connection, compassion, and conversation to life for their students.

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Teaching for sustainable development through ethical global issues pedagogy: A resource for secondary teachers

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Teaching for sustainable development through ethical global issues pedagogy: A resource for secondary teachers

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Karen Pashby and Louise Sund

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Research: Teaching about ethical global issues

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New ways of exploring environmental, economic and social issues in secondary schools - with a toolkit for teachers.

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HERE ARE SOME SAMPLES of the resources on P4C.COM that are available to subscribers. If you find them useful and would like to have more, you might consider becoming a subscriber. You can also get lots of free ideas by signing up to one of our free introductory webinars. Learn more at: https://www.sapere.org.uk/resources/ READ MORE ABOUT SUBSCRIPTIONS…

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Global citizenship education: curious teachers, critical classrooms

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Global citizenship education: curious teachers, critical classrooms

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Global Citizenship Education: Curious Teachers, Critical Classrooms - DevelopmentEducation.ie

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Global Citizenship Education is a text book for everything you need to know to teach global citizenship education (GCE) in primary schools

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Huge range of resources and information available.

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Public Collections from Actionable Innovations Global Discover resources related to global education in this curated set of collections from Actionable Innovations Global. Attend our GLOW conference on November 13-14, 2023.

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Sapere and P4C

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We love to think about the natural world, and what better place to do that than in nature. What will happen when we explore the world of ideas at the same time as we explore the nature around us?

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Youth for understanding

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Educating for Global Competence: Preparing Our Youth to Engage the World

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Educating for Global Competence: Preparing Our Youth to Engage the World

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Asia Society

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Soft versus critical citizenship education

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Soft versus critical citizenship education

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Andreotti, V. (2006)

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Understanding global issues often requires learners to examine a complex web of cultural and material processes and contexts on local and global levels. Vanessa Andreotti explores how critical global citizenship can be an effective way to support learners in that process.

Introduction

At the end of a 'Make Poverty History' (MPH) training session for activists, as an inspiration for a group of about 30 young people to write their action plans, a facilitator conducts the following visualisation (reproduced from my notes):

"Imagine a huge ball-room. It is full of people wearing black-tie. They are all celebrities. You also see a red carpet leading to a stage on the other side. On the stage there is Nelson Mandela. He is holding a prize. It is the activist of the year prize. He calls your name. You walk down that corridor. Everyone is looking at you. W hat are you wearing? How are you feeling? Think about how you got there: the number of people that have signed your petitions, the number of white bands on the wrists of your friends, the number of people you have taken to Edinburgh. You shake Mandela's hands. How does that feel? He gives you the microphone. Everyone is quiet waiting for you to speak. They respect you. They know what you have done. Think about the difference you have made to this campaign! Think about all the people you have helped in Africa..."

Listening to this as a Southern person was disturbing, but what was even more worrying was to observe that, when the young people opened their eyes and I asked around if they thought the visualisation was problematic, the answer was overwhelmingly 'no'. They confirmed that their primary motivation for 'training as an activist' was related to self-improvement, the development of leadership skills or simply having fun, enhanced, of course, by the moral supremacy and vanguardist feeling of being responsible for changing or saving the world 'out there'. This actually echoed one of the sayings in a poster of the organisation that was running the course "do what you love doing, but save the world while you do it".

Part of the reason why I felt so uncomfortable was that the group seemed to be unaware that the thought patterns and effects of 'what they love doing' could be directly related to the causes of the problems they were trying to tackle in the first place. This points to a central issue in global citizenship education: whether and how to address the economic and cultural roots of the inequalities in power and wealth/labour distribution in a global complex and uncertain system.

In order to understand global issues, a complex web of cultural and material local/global processes and contexts needs to be examined and unpacked. My argument is that if we fail to do that in global citizenship education, we may end up promoting a new 'civilising mission' as the slogan for a generation who take up the 'burden' of saving/educating/civilising the world. This generation, encouraged and motivated to 'make a difference', will then project their beliefs and myths as universal and reproduce power relations and violence similar to those in colonial times. How can we design educational processes that move learners away from this tendency?

This article aims to introduce the argument for critical global citizenship education. It is divided into three parts. In the first part I present Andrew Dobson's arguments in relation to the grounds for global citizenship and his critique of the notions of the 'global citizen' and 'interdependence'. In the second part, I present Gayatri Spivak's analysis of some cultural effects of colonialism in the relationship/assumptions of North and South. In the last part I compare and contrast soft and critical citizenship education in general terms based on Dobson's and Spivak's analyses and briefly explore the notion of critical literacy as a significant dimension of critical global citizenship education. I argue that, for educators, a careful analysis of the context of work is paramount for informed decisions in terms of what focus to choose, but that it is imperative to know the risks and implications of the options available in order to make responsible pedagogical choices.

Common humanity or justice: The material dimension of citizenship education

Andrew Dobson is a British political author and Professor at the Open University, specialising in environmental politics. His most famous work is entitled Green Political Thought. He addresses the grounds for global citizenship and the notions of a 'global citizen' and 'interdependence'. He starts his analysis with what he perceives as a common question in the 'Northern' context:

"How can severe poverty of half of humankind continue despite enormous economic and technological progress and despite the enlightened moral norms and values of our heavily dominant Western civilisation?" (Pogge, 2002:3 cited in Dobson, 2006:170).

He states that, for many in the political sciences today, it is precisely the assumptions of progress and values/morality of the West that are at the root of the problem. He poses another question: "what should (then) be the basis for our concern for those whom we have never met and are never likely to meet?" He proposes that the answer should be framed around political obligation for doing justice and the source of this obligation should be a recognition of complicity or "causal responsibility" in transnational harm (Dobson, 2006).

Dobson argues that the globalisation of trade creates ties based on "chains of cause and effect that prompt obligations of justice, rather than sympathy, pity or beneficence" (p.178). He offers the ecological footprints as an illustration of how this operates "as a network of effects that prompts reflection on the nature of the impacts they comprise" (p.177). He also mentions unjust practices imposed by the North as a global institutional order that reproduce poverty and impoverish people (p.177).

Two of the central pleas of the MPH campaign point in the same direction. The calls for trade justice and debt relief suggested that the North had something to do with the poverty created elsewhere. However, this acknowledgement of complicity did not translate into the campaigning strategies. The use of images, figures and slogans emphasised the need to be charitable, compassionate and 'active' locally (in order to change institutions), based on a moral obligation to a common humanity, rather than on a political responsibility for the causes of poverty.

Dobson argues that acts grounded on this moral basis are easily withdrawn and end up reproducing unequal (paternalistic) power relations and increasing the vulnerability of the recipient (Dobson, 2006). For him, justice is a better ground for thinking as it is political and prompts fairer and more equal relations. He makes a distinction between being human and being a citizen: being human raises issues of morality; being a citizen raises political issues (Dobson, 2005).

Unlike what was suggested in the 'Make Poverty History' campaign, Dobson emphasises individual - rather than institutional - responsibility. He quotes Pogge to stress this point:

"We are familiar, through charity appeals, with the assertion that it lies in our hands to save the lives of many or, by doing nothing, to let these people die. We are less familiar with the assertion examined here of a weightier responsibility: that most of us not merely let people starve but also participate in starving them" (Pogge, 2002:214 cited in Dobson, 2006:182).

Dobson also challenges the concepts of a 'global citizen', interdependence and world-wide interconnectedness that often accompany unexamined notions of a common humanity in global citizenship education. He asserts that they do not take sufficient account of unequal power relations between the North and the South, as Vandana Shiva states:

"The 'global' in the dominant discourse is the political space in which a particular dominant local seeks global control, and frees itself of local, national and international restrains. The global does not represent the universal human interest; it represents a particular local and parochial interest which has been globalised through the scope of its reach. The seven most powerful countries, the G7, dictate global affairs, but the interests that guide them remain narrow, local and parochial" (Shiva, 1998: 231 cited in Dobson, 2005: 261).

Shiva and Dobson argue that only certain countries have globalising powers - others are globalised. In this sense, the North has a global reach while the South only exists locally:

"Globalisation is, on this reading, an asymmetrical process in which not only its fruits are divided up unequally, but also in which the very possibility of 'being global' is unbalanced" (Dobson, 2005: 262).

Having the choice to traverse from the local to the global space is the determining factor for whether or not you can be a global citizen. If you are not 'global', "the walls built of immigration controls, of residence laws and of 'clean streets' and 'zero tolerance' grow taller" (Bauman, 1998:2 cited in Dobson, 2005: 263) to try to contain the diffusion of ideas, goods, information and peoples in order to protect specific local spaces from unwanted 'contamination'. Thus, we end up with a one way transfusion (in its legal form at least) rather than a diffusion. As the capacity to act globally is limited, Dobson concludes that those who can and do act globally are in effect often projecting their local (assumptions and desires) as everyone else's global (Dobson, 2005:264). This is well illustrated in one of MPH's campaign slogans: "Make History" (Whose history? Who is making this history? In whose name? For whose benefit?).

Dobson's analyses raises important questions for global citizenship education: who is this global citizen? What should be the basis of this project? Whose interests are represented here? Is this an elitist project? Are we empowering the dominant group to remain in power? Are we doing enough to examine the local/global dimensions of our assumptions?

However, Dobson's account also seems to oversimplify North-South relations by presenting the South as only a site for Western forceful dominance or some 'grassroots' resistance. In analysing the cultural aspects of the historical construction of this relationship, other critics present a more complex picture, taking into account the 'complicity' of the South itself in maintaining Northern dominance.

Sanctioned ignorance: The cultural dimension

A cultural analysis raises complementary questions for global citizenship education. The emphasis here is on the implications of the projection of Northern/Western values and interests as global and universal which naturalises the myth of Western supremacy in the rest of the world. Gayatri Spivak, a professor at Columbia University in the United States who has had a great impact on the theoretical development in the areas of cultural studies, critical theory and colonial discourse analysis, calls this process "worlding of the West as world" (Spivak, 1990).

Spivak argues that this naturalisation occurs by a disavowal of the history of imperialism and the unequal balance of power between the 'First' and 'Third' Worlds in the global capitalist system. The outcome of this naturalisation is a discourse of modernisation in which colonialism is either ignored or placed securely in the past, so that we think it is over and does not affect - and has not affected - the construction of the present situation.

The result is a sanctioned ignorance (constitutive disavowal) of the role of colonialism in the creation of the wealth of what is called the 'First World' today, as well as the role of the international division of labour and exploitation of the 'Third World' in the maintenance of this wealth. Within this naturalised logic, the beginning of the Third World is post-WWII "with 'First' World growth patterns serving as history's guide and goal" (Kapoor, 2004: 669).

This ideology produces the discourse of 'development' and policies of structural adjustment and free trade which prompt Third World countries to buy (culturally, ideologically, socially and structurally) from the 'First' a "self-contained version of the West", ignoring both its complicity with and production by the 'imperialist project' (Spivak, 1988). Also within this framework, poverty is constructed as a lack of resources, services and markets, and of education (as the right subjectivity to participate in the global market), rather than a lack of control over the production of resources (Biccum, 2005:1017) or enforced disempowerment. This sanctioned ignorance, which disguises the worlding of the world, places the responsibility for poverty upon the poor themselves and justifies the project of development of the Other as a 'civilising mission'.

For Spivak the epistemic violence of colonialism (where colonialism affects the coloniser's capacity to know their situation of real exploitation) makes this sanctioned ignorance work both ways with complementary results: the First World believes in its supremacy and the Third World forgets about the worlding and 'wants' to be civilised/catch up with the West. In line with Said, Bhabha and Fanon, Spivak affirms that the colonial power changes the subaltern's perception of self and reality and legitimises its cultural supremacy in the (epistemic) violence of creating an 'inferior' other and naturalising these constructs. Spivak illustrates that in the 'First World' it reinforces Eurocentrism and triumphalism as people are encouraged to think that they live in the centre of the world, that they have a responsibility to 'help the rest' and that "people from other parts of the world are not fully global" (Spivak, 2003:622).

This is echoed in policies related to the 'global dimension' in England in the notion that different cultures only have 'traditions, beliefs and values' while the West has (universal) knowledge (and even constructs knowledge about these cultures). The idea of a 'common history', which only acknowledges the contribution of other cultures to science and mathematics also reinforces this perception, which projects the values, beliefs and traditions of the West as global and universal, while foreclosing the historical processes that led to this universalisation.

This has significant implications for the notion of 'global citizenship'. However, in terms of the reproduction of this ideology, for Spivak the class culture is more important than geographic positioning: she refers to an elite global professional class (consisting of people in or coming from the First and the Third Worlds) marked by access to the internet and a culture of managerialism and of international non-governmental organisations involved in development and human rights. She maintains that this global elite is prone to project and reproduce these ethnocentric and developmentalist mythologies onto the Third World 'subalterns' they are ready to help to 'develop'. She also states that in order to change this tendency educational interventions should emphasise 'unlearning' and 'learning to learn from below' (Spivak, 2004).

The analyses of Dobson and Spivak are not isolated examples in their disciplines. Several academics and practitioners have questioned the ideologies behind development and global citizenship education in recent years and a few pedagogical initiatives have been developed based on these analyses. However, in general terms, the articulations between new thinking and new practices have been weak.

Soft versus critical citizenship education and the notion of critical literacy

From the analyses of Dobson and Spivak it is possible to contrast soft and critical frameworks in terms of basic assumptions and implications for citizenship education. Table 1 illustrates this comparison in very general terms, in order to prompt discussion.

Table 1: Soft versus critical citizenship education

Common humanity/being good/sharing and caring.

Responsibility FOR the other (or to teach the other).

Justice/complicity in harm.

Responsibility TOWARDS the other (or to learn with the other) - accountability.

So that everyone achieves development, harmony, tolerance and equality.

So that injustices are addressed, more equal grounds for dialogue are created, and people can have more autonomy to define their own development.

Role of 'ordinary' individuals

Some individuals are part of the problem, but ordinary people are part of the solution as they can create pressure to change structures.

We are all part of problem and part of the solution.

Strategies for global citizenship education

Raising awareness of global issues and promoting campaigns.

Promoting engagement with global issues and perspectives and an ethical relationship to difference, addressing complexity and power relations.

The notions of power, voice and difference are central for critical citizenship education. Thus, for the creation of an ethical relationship with learners (and with the South), the development of critical literacy becomes necessary. I conceptualise critical literacy as a level of reading the word and the world that involves the development of skills of critical engagement and reflexivity: the analysis and critique of the relationships among perspectives, language, power, social groups and social practices by the learners. Criticality, in this context, does not refer to the dominant notion that something is right or wrong, biased or unbiased, true or false. It is an attempt to understand origins of assumptions and implications. In this sense, critical literacy is not about 'unveiling' the 'truth' for the learners, but about providing the space for them to reflect on their context and their own and others' epistemological and ontological assumptions: how we came to think/be/feel/act the way we do and the implications of our systems of belief in local/global terms in relation to power, social relationships and the distribution of labour and resources.

Critical literacy is based on the strategic assumption that all knowledge is partial and incomplete, constructed in our contexts, cultures and experiences. Therefore, we lack the knowledge constructed in other contexts, cultures and experiences. So we need to engage with our own and other perspectives to learn and transform our views, identities and relationships - to think otherwise. Action is always a choice of the individual after a careful analysis of the context of intervention, of different views, of power relations (especially the position of who is intervening) and of short and long term (positive and negative) implications of goals and strategies.

In contrast with soft global citizenship education, this approach tries to promote change without telling learners what they should think or do, by creating spaces where they are safe to analyse and experiment with other forms of seeing/thinking and being/relating to one another. The focus is on the historical/cultural production of knowledge and power in order to empower learners to make better informed choices - but the choices of action and meaning (what 'we' are or 'should be') are never imposed, as the 'right to signify' is recognised and respected (as an ethical relationship 'commands').

However, as there is no universal recipe or approach that will serve all contexts, it is important to recognise that 'soft' global citizenship education is appropriate to certain contexts - and can already represent a major step. But it cannot stop there or the situation illustrated at the beginning of this paper will become the norm. If educators are not 'critically literate' to engage with assumptions and implications/limitations of their approaches, they run the risk of (indirectly and unintentionally) reproducing the systems of belief and practices that harm those they want to support. The question of how far educators working with global citizenship education are prepared to do that in the present context in the North is open to debate.

References

Bauman, Z (1998) Globalization: the Human Consequences, New York: Columbia University Press.

Bhabha, H (1994) The Location of Culture, London: Routledge.

Biccum, A (2005) 'Development and the 'new' imperialism: a reinvention of colonial discourse in DFID promotionalliterature', Third World Quarterly, Vol. 26, pp. 1005-1020.

Dobson, A (2005) 'Globalisation, cosmopolitanism and the Environment', International Relations, Vol. 19, pp. 259-273.

Dobson, A (2006) 'Thick Cosmopolitanism', Political Studies, Vol. 54, pp.165-184.

Kapoor, I (2004) 'Hyper-self-reflexive development? Spivak on representing the Third World "Other"', Third World Quarterly, Vol. 4, pp. 627-647.

Pogge, T (2002) World Poverty and Human Rights, Cambridge: Polity Press.

Shiva, V (1998) 'The Greening of Global Reach' in G Thuatail, S Dalby and P Routledge (eds.), The Geopolitics Reader, London: Routledge, pp. 230-143.

Spivak, G (1988) '"Can the Subaltern Speak?"', in C Nelson and L Grossberg (eds.), Marxism and the Interpretation of Culture, Chicago: University of Illinois Press, pp. 271-313.

Spivak, G (1990) The Post-colonial Critic: Interviews, Strategies, Dialogues, New York and London: Routledge.

Spivak, G (2003) 'A conversation with Gayatri Chakravorty Spivak: politics and the imagination', interview by J Sharpe, Signs: Journal of Women in Culture and Society, Vol. 28, pp. 609-624.

Spivak, G (2004) 'Righting wrongs', The South Atlantic Quarterly, Vol. 103, pp. 523-581.

Vanessa Andreotti is a Brazilian educator who has worked as a practitioner/researcher in the fields of global citizenship/development education for the last seven years. She is a research fellow at the Centre for the Study of Social and Global Justice at the University of Nottingham where she coordinates the Open Spaces for Dialogue and Enquiry initiative ( www.osdemethodology.org.uk) and the project 'Through Other Eyes' about indigenous understandings of the development agenda. She is also finishing a PhD on the representations of 'North and South' in global citizenship education in England. She would like to thank the following friends and colleagues who provided extremely valuable feedback, ideas and insights to earlier versions of this article: Linda Barker, Katy Newell-Jones, Doug Bourn, Ange Grunsell, April Biccum and Lynn Mario de Souza.

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Soft versus critical global citizenship education

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Understanding global issues often requires learners to examine a complex web of cultural and material processes and contexts on local and global levels. Vanessa Andreotti explores how critical global citizenship can be an effective way to support learners in that process.

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Measuring Global Citizenship Education: A Collection of Practices and Tools

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Measuring Global Citizenship Education: A Collection of Practices and Tools

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Brookings Institute

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See: p. 46.

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Aim: Materials that help develop critical awareness including how to challenge stereotypes

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Aim: Materials that help develop critical awareness including how to challenge stereotypes

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The impressions left behind by NGO messages

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The impressions left behind by NGO messages

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Tallon, R. (2018)

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The Impressions Left Behind by NGO Messages Concerning the Developing World | Development Education Review

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IntroductionThis article seeks to add to the discussion around understanding how young people interpret non-governmental organisations’ (NGO) messages about the developing world by providing empirical evidence of the complexities of this interpretation. NGO material about the developing world has be…

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Schools in action, global citizens for sustainable development: a guide for teachers

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Schools in action, global citizens for sustainable development: a guide for teachers

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UNESCO

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CULTIVATING GLOBAL CITIZENSA TOOL & CASE STUDIES FOR SCHOOL LEADERS

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CULTIVATING GLOBAL CITIZENSA TOOL & CASE STUDIES FOR SCHOOL LEADERS

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Varkey Foundation

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Action on Global Citizenship: Teacher Toolkit

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Action on Global Citizenship: Teacher Toolkit

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Gráinne Ryan; Deirdre Walsh (2017)

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Action on Global Citizenship: Teacher Toolkit

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This toolkit aims to support educators to empower their students in becoming active global citizens in their schools and communities, with a range of activities and resources which align to the Irish Curriculum, whilst using active learning methodologies in an engaging and fun way.

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Harvard Graduate School of Education

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Aim: Ideas for activities that support pupil voice and ideas in safe, encouraging environments

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Aim: Ideas for activities that support pupil voice and ideas in safe, encouraging environments

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Culture Agents hosts curated discussion cards and activity sheets on global topics.

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A clean, modern digital resource library for downloading curated professional guides, toolkits, and templates with a seamless, single-request email delivery system.

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A study of a focused, critical approach to pupils’ images and perceptions of Africa

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A study of a focused, critical approach to pupils’ images and perceptions of Africa

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Margaret Lewis (2016)

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Oxfam

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Tatiana Cardeal/Oxfam

These guides are the foundations of great global citizenship. They outline the key principles of taking a global approach to teaching and learning, as well as practical guidance for embedding it into your lessons.

Each guide has been created with teachers in mind and includes advice, teaching ideas and activities to help you on your way. Whether you want to explore the world in the classroom or develop global learning across your whole school, we have a guide for you.

Salahuddin Ahmed

Education for Global Citizenship

Packed with creative ideas, advice and case studies to support the development of global citizenship in all curriculum areas.

Global Citizenship in the Classroom

A practical guide filled with tools and ideas to increase participation and develop global learning in the classroom.

Teaching Controversial Issues

Young people frequently face making decisions about a wide range of issues on which there are many different views. This guide includes strategies, guidance and activities for teaching controversial issues.

The Sustainable Development Goals

The UN's Sustainable Development Goals present "a blueprint to achieve a better and more sustainable future for all by 2030."

Deepen your understanding of education about and for the Sustainable Development Goals (SDGs) and see how global citizenship education approaches and methodologies can underpin good practice.

Maths and Global Citizenship

Consider how real world contexts can enrich maths teaching and help unlock how it can be applied.

Science and Global Citizenship

Deepen learners' understanding and discover practical ideas for adding a global lens to science.

English and Global Citizenship

Ideas for learning about the world whilst improving speaking and listening, reading, writing and media literacy skills.

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These guides outline the key principles of taking a global approach to teaching and learning, as well as guidance for embedding it into your lessons.

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Forums and debates for secondary pupils

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SFYouth @ 2015 - 2017 | All Rights Reserved This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Forums and debates for secondary pupils

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Children's global thinking: Research Investigating the Engagement of Seven-to Nine-Year-Old Children With Critical Literacy and Global Citizenship Education

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Children's global thinking: Research Investigating the Engagement of Seven-to Nine-Year-Old Children With Critical Literacy and Global Citizenship Education

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Oberman, R., O’Shea, F., Hickey, B. & Joyce, C. (2014)

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Tide-Global Learning

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Resources that support GCE by Scotdec

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Our practical classroom resources for every level which support active Global Citizenship.

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Access free resources and tools designed to inspire students, educators, and schools to evolve and contribute to a better world.

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Global School project activities database

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Global School project activities database

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Teaching activities in 9 languages

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Global Schools helps teachers to integrate Global Citizenship Education (GCE) in their everyday didactic practice.

In this database you find teaching resources in 9 languages, based on a cross-cutting approach to different school subjects. First, we proposed a selection of already existing educational tools that Global Schools recommends as 'qualitative'. In a second stage, based on the work with teachers, we developed new educational resources that were tested by Global Schools in 10 EU countries.

If you start using them, we would be glad to hear how they work for you!

Search the database

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Global Schools helps teachers to integrate Global Citizenship Education (GCE) in their everyday didactic practice. In this database you find teaching resources in 9 languages, based on a cross-­cutting approach to different school subjects. First, we proposed a selection of already existing educational tools that Global Schools recommends as 'qualitative'.

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Aim: Resources and information to support values education

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Aim: Resources and information to support values education

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Various resources linked to values education.

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Unlocking the potential of human values Common Cause is a non-profit that works to champion and reflect the human values that underpin our care for one another and our living planet in mainstream culture. LEARN MORE What do we mean by human values? WHAT ARE VALUES?

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Critical thinking in the context of global learning

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Critical thinking in the context of global learning

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Shah and Brown

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Developing globally minded, critical media literacy skills 

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Developing globally minded, critical media literacy skills 

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Jason Harshman (2017)

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National Literacy Trust

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This chapter describes why the concept of sustainable development is so important, why it is so important that we orient towards the three objectives of prosperity, social fairness, and environmental sustainability. This video is not available under a Creative Commons license and should not be considered open content.

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Resources from USA

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Participate Learning: Building skills for life, career, and community. Partner with us for global education programs at your K-12 school.

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education
citizenship 
democracy
youth
civil society
cooperation
women empowerment
human rights
north-south
peace
solidarity
interconnecting people
migration
diaspora
training
global education
dialogue
partnerships
millenium goals

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North-South Centre of the Council of Europe

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Welcome to the website of the North-South Centre of the Council of Europe - European Centre for Global Interdependence and Solidarity. The North-South Centre empowers youth and women, through global education to become active members of

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An online development education resource focused on the unequal and unjust nature of the world today, offering resources to stimulate discussion about the issues and challenges we face.

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Immersive learning platform which gives teachers and students access to inspiring human story-based learning experiences from around the world. The platform is made up of a range of interactive 360° storyworld spaces which students can explore. In each storyworld students can explore rich media content, and have the chance to 'meet' someone through a powerful short documentary film.

Content and lesson plans cover a range of vital themes such as sustainability, wellbeing, human diversity and compassion in an innovative and memorable way.

Lyfta is currently available to all schools in the UK and Finland. Subscriptions to Lyfta cost £300 per teacher, per year for our premium package, and £150 per teacher per year for our basic package. Teachers at state-funded schools in England and Scotland can access CPD training and FREE access to the full premium package for a term as part of the British Council's Connecting Classrooms through Global Learning Programme. www.lyfta.com

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Award-winning immersive learning platform which gives teachers and students access to inspiring human story-based learning experiences from around the world

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How Global is your School?

The questions below are designed as a way in to thinking about what global learning is and what it might look like in a school, as well as offering some areas for reflection and some next steps that might help it to be improved.

It is divided up into different aspects of school life. You will no doubt find that some areas of more familiar to you or you feel more confident about, but that's quite normal - all schools and all staff will have some areas that are stronger than others. These questions will offer some pointers about what you could look at or steps you could take.In the questions we refer to global learning. This term may not be completely familiar. If you are familiar with 'global citizenship', then that is a useful starting point for viewing global learning.

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the questions below are designed as a way in to thinking about what global learning is and what it might look like in a school

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How Global is your School? | Global Learning London

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The questions below are designed as a way in to thinking about what global learning is and what it might look like in a school, as well as offering some areas for reflection and some next steps that might help it to be improved. It is divided up into different aspects of school life.

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Harvard Graduate School of Education

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Harvard Graduate School of Education

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Active global citizens

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"The Common Cause Handbook. A Guide to Values and Frames for Campaigners, Community Organisers, Civil Servants, Fundraisers, Educators, Social Entrepreneurs, Activists, Funders, Politicians, and everyone in between."

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Resource Library

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I feel the work they do is tremendous. It is a 'one stop shop' to turn to for advice and support. Training is superb and offers teachers an opportunity to network and learn. The WWGS Global Passport is really essential for a school of our size to audit GCE in our school. The WWGS curriculum resources are exactly what teachers need. With all the recent changes with the new Junior Cycle, it marries very well. Where time is of the essence it presents teachers with ideas that has been warmly welcomed in our school.

- Sinead Edmonds, St Peter's College Dunboyne

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WorldWise Global Schools - Development Education Funding

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WorldWise Global Schools offers a range of supports for teaching Development Education at post-primary level. The programme is funded by Irish Aid.

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Educational mobile game about migration
https://www.gamifactory.eu/en/aarons-dilemma

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About

Imagine that your whole life is turned upside-down. Unrest and violence in your home country force you to choose between staying home, or leaving it. Maybe forever. What will you do?

Aarons's Dilemma let's you become an active participant in difficult moral situations. It tells a story of a young man, who was forced to flee his home due to a civil armed conflict in Syria. Your task is to help him make decisions on his journey full of difficult moral dilemmas.

The game was developed in partnership between Impact Games and Butterfly Effect.

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About Imagine that your whole life is turned upside-down. Unrest and violence in your home country force you to choose between staying home, or leaving it. Maybe forever. What will you do? Aarons's Dilemma let's you become an active participant in difficult moral situations.

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CDEC

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Access free resources and tools designed to inspire students, educators, and schools to evolve and contribute to a better world.

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From Lottie Dowling

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Gamefied simulation.

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Download your 2025 Campaign Pack! Join thousands of schools across the country who are calling on the government to protect funding for global education; so that children and young people around the world can access inclusive and equitable quality education! Get your FREE campaign resource pack with everything you need to bring the campaign to life in your classroom. Ready-made learning resources, with accessible and easy actions to take that have a huge impact! Available whether you have 20 minutes, an hour, or want to create a whole scheme of work. Resources include: Assembly Lesson plans Campaigning activity Guidance on connecting with MPs The pack is currently available in English and will soon be available in Welsh, with primary and secondary school options.

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Open source online courses for youth that are aligned to the SDGs and focused on pressing social issues that matter most to young people.

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We Unite Global Youth To Build A Better World.

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Search for relevant resources e.g. on climate change education.

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Keep on top of your learning with these free resources from The Open University, created for secondary school age students across the UK.