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significant learning  Development education.

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The focus of Week 10 was on a relevant topic ‘Migration, conflict and peace building’.  Apparently there seems to be a gap between the perceptions and the realities regarding the high number of migrants entering the developing countries and the actual number. Migration has been part of human history from the very beginning and the processes of  globalization, advanced technology and easy and cost friendly transportation has in the recent years  given it a boost (Awumbila et al., 2008; Castles et al., 2005; Czaika and de Haas, 2014). The perception of a large number of migrants from the global South ‘invading’ Europe, is often linking global South as places of ‘war and poverty’, and people being forced to flee in search of security and wellbeing in the North (de Haas, 2008). Though it is partially true, these alone do not constitute the reason for migration. Georgi and Schatral (2012) suggests that, ‘today’s inequality is the result of a history of conquest, colonialism and imperialism’.

Migrants who live in Northern countries without requisite residency permits, are the most marginalized and vulnerable groups in those societies. They  face all kinds of human rights violations, discrimination and exploitation. The developing countries  forget that there is also a ‘healthy’ migration between countries in the South to the North, driven by more positive factors such as trade, education, work and social factors like marriage (Bakewell, 2009).The demonstration  held under the banner, ‘We are here because you destroy our countries’ (Nyers, 2003:1081),  speaks volumes of how  the international system and policies have failed to protect the migrants.

A few myths that contribute to anti-immigration attitudes in Northern countries are: 1) immigration undermines western identities and values, and leads to the clash of civilizations 2) immigration has negative impact on the economies, and over-burdens the welfare systems of host countries; 3)increasing unemployment in host countries due to  loss of jobs to immigrants; 4) immigrants are responsible for the increasing crime rates in host countries, including terrorism.  Development education (DE) can challenge these myths and throw light on the realities of migration in the global South. DE campaign activities can provide the platform for immigrants to tell their own stories and highlight the contributions of prominent immigrants, who have contributed positively to developing Northern societies to build trust between migrant and indigenous communities. It is only through education we can promotes dialogue and critical thinking for conflict resolutions and peaceful solutions.  Peace education can empower learners as transformative change agents and change the global world in to a peaceful society.

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Why do people migrate? Migration is a global issue. It affects not only them, but the people they leave behind them in the country .   What can we do about it? 

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https://youtu.be/54xM8VlgP7s

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People taking the long road to freedom from hunger and starvation- a daily scene in India. They travel searching for employment within the state, across the state and outside the country. Government apathy and unemployment within the country makes their situation deplorable. can you and me help them in any way? Let's put on our thinking caps. Solutions may come in to assist the migrants.

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Who are migrants? Why do they migrate? Do they have a choice to remain in the country of their origin? What is their experience in a foreign country, as a migrant? Do they enjoy any rights in the host country? These are some of the pertinent questions we as global citizens need to ask and make the voice of the migrants heard in order to make a difference to their lives.

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Reflective journal
Week 9/11-11-2021

Today 11 November, in India we celebrate National education Day. It is good to critically analyze the education policy statement which says, “The aim of education is not only cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key to 21st century skills. Knowledge is a deep seated treasure and education helps in its  manifestation as the perfection which is already within an individual”.

With this thought in mind, when you ask the question- ‘Can education empower the poor’?   I think the question is already answered. I feel disturbed to think that there is inequality when it comes to quality education. Even today quality and higher education is affordable for certain sections of the society only. The poor people always have to suffer for no fault of theirs. Education for all, equal opportunities for all, these are slogans you hear but means very little. The world is not even close to ending poverty. While SDG 1 calls for zero poverty under the IPL by 2030, the reality is far from it.

We need to understand that purchasing power parity of every country differs and so we cannot have the same yard stick to measure poverty line or standard of living. What are the implications of serious challenges to the most prominent measure of global poverty upon which they rely? How can we reconcile with global poverty measurement when so many other indicators that paint a far more troubling picture?

While the Sustainable Development Goals have achieved a great deal, they are failing in relation to key goals such as poverty eradication, economic equality, gender equality, and climate change. The preamble of UNESCO’s constitution states” since wars begin in the minds of men…it is in the minds of men that the defenses of peace must be built.” Let’s work for an equitable and peaceful world. in the meantime, let us ask ourselves today: "Do we care for the poor and the marginalized in our neighbourhood who have no place in the main stream society?"

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India, a land of contradictions. This video clearly depict the inequality that is existing in India and how the poor are made to be poorer by the political will of the rich people.

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Learning Artifacts                                                   Week 9/ 13-11-2021

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Learning Artifacts                                                   Week 9/ 13-11-2021

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These pictures speak loud and clear about the conditions of the poor in India. Women often have to bear the brunt of it and find ways and means to cope with extreme poverty. May they find a place in our thoughts and reflections so that we may contribute to their well-being. May our actions and decisions that we make may make a difference in the lives of the poor and the neglected.

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'There are shades of equality'- a powerful newspaper article highlighting the importance of uplifting the marginalized and the downtrodden in the society. It needs an educated society to give them their due place.

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‘Democracy and justice’- is a relevant topic for discussion, deliberation and conscious and informed decision making for the development of a nation. Democracy offers dignity to its citizens and it is often advantageous in terms of providing stability, prosperity, and peace (Runciman, 2018). The theoretical founders of liberal democracy conceived education to be instrumental for the ideal society in which citizens would develop their own potential (Barber, 1994). Is it a reality or remains just a utopian idea?

Apple, (2012) argues that in order to understand and act on education, one must involve in the process of repositioning.” We must see the world through the eyes of the dispossessed and act against the ideological and institutional processes and practices that reproduce oppressive systems” (APPLE, 2012). we need to be conscious that building a critically democratic education requires us to understand that it will at times be filled with tensions and contradictions. We live in a society where male domination, female subordination, violence against women and girls, sexual exploitation, child trafficking has become the norms of the society. Murderous attacks on indigenous people, environmental activists, media persons, social activists are all carried out by an organized system that destroys the hopes and dreams of marginalized and dispossessed people who are part of a civilized society.

The struggle for democratic education has been central to key approaches and philosophies of education. The question of democratic education has expanded to the extent that education as a discipline is shaped by questions such as: Who, in a democratic society, should decide educational policies? (Gutmann, 1996). Educators are also expected to challenge what it is socially valued as “legitimized” (in contrast with “popular”) knowledge (Apple, 2011; Brent Edwards, 2010; Duffy, 2015). Educators need to become “bridge builders” (Schutz, 2008, p. 435) and help students gain technical–scientific and social–humanistic knowledge, so they can overcome existing cultural inequalities (Schutz, 2008).

The discussion of controversies, conflicts, or problems, the participation of students in decision-making processes, and the strengthening of the links between educational institutions and communities, appear to be key features for democratic education practice. Working in remote Indigenous communities and ensuring that Indigenous knowledge are integrated in to the curriculum is a way to ensure social justice and a recognition and valuing of ‘difference’. This consists of ‘an essential prerequisite to ensure that our responses are not simply reactionary, but rather are constructive and future-focused’ (Francis and Mills 2012a, 584).

As Nancy Fraser and Kevin Olson suggests, there is an ‘absence of shared vison of justice (Olson 2008, 2). There is  little agreement among progressives as to what counts as a genuine injustice, let alone as to how to overcome it. It is this lack of agreement that lies at the heart of many of the tensions and dichotomies that we experience daily. As educators, constructing a vision of what a socially just education system may require a complete revamping of a school system. It requires our individual commitment as mentors, policy developers, scholars etc. of a progressive nation.

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      Learning Artifacts                                Week 8/ 06-11-2021

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      Learning Artifacts                                Week 8/ 06-11-2021

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A small pebble thrown in to  a pool of water can create ripples beyond its imagination. We-the educators, scholars and mentors must be like the pebble, creating ripples of positive impact on a society waiting to be reformed and transformed. We can kindle hope by committing ourselves to active participation. we must refuse to be disillusioned. We must be daring enough to speak for hope and kindle the flame of hope with our transformative ideas and beliefs.

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       Learning Artifacts                              Week 8/ 06-11-2021       

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       Learning Artifacts                              Week 8/ 06-11-2021       

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This poem by Sameer Tanti was inspired by the expectations that remain unfulfilled decades after Indian Independence and by the exclusion, apathy and suppression that prevent India from being truly free. the lines that speaks,
"Democracy, so much darkness your home
yet outside I see a riot of light"
is being very optimistic and encouraging. Let us not be disillusioned but be hopeful always.

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Reflective journal Week 6/24-10-2021

SDG 5-on Gender Equality clearly states ‘End all forms of discrimination against women and girls everywhere’. And ‘All human beings are born free and equal in dignity’. It’s good to question if the  above statements are a reality or  high ideals put on record?. When we delve in to the published records available, we see that domestic violence is a major global problem with the majority of victims being women and children. Yet, it is often hidden or ignored, or normalized by the political and social outlook on women and girls. Women and girls are the most vulnerable in any situation and in any part of the world. Violence against women and girls-be it sex exploitation, child trafficking, physical and domestic violence, all these are used to exercise power and control. Domestic abuse is a major world problem with most victims being women and children (Alhabib et al., 2009). The report of WHO is quiet alarming: Globally, about 30 percent of women have experienced domestic violence and it accounts for some 38 percent of murders of women (WHO, 2013a; 2013b).

Gender Equality (SDG) 5, highlights the necessity to empower and protect women through more equal education and rights-protecting pro-equality legislation. Combining economic interventions with gender education can be a more promising approach to mitigate domestic violence.

All of us were born without prejudice into a world that has systematically taught us to accept an oppressive system.

To change this system that exploits women and girls, it is obligatory for all, particularly women to take individual and collective action for social change. Steps like

·       Empower more women to take leadership roles particularly in areas of policy making

·       Eradicate child marriage and child labour

·       Ensure quality education and make girls and women politically, socially and economically conscious and powerful

·       Focus on shifting power by including women in decision making bodies

·       Economically empower women by giving their due rights and privileges and equal earnings for their services

·       Recognize the role and contribution of women in family, society and the nation

·       In short, equality can be ensured by providing equal opportunities, access to quality education, health services, and economic well-being to all women.

To change the oppressive system, we need to come forward (men and women together) and show our power of action in socio, economic and political field. We need to be confident and hopeful for a better tomorrow. Our individual and collective responsibility can bring gender sensitivity among all.

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In the 21st Century where we take pride in our technological and economic progress, can we speak and act with dignity and assure equal opportunities to all, especially women and children and eradicate gender inequalities? This is a challenge we need to face globally.

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Five things you can do to improve Gender Equality in leadership

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" I support women because.........."
Add your own supportive statement and help realize S D G 5

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Week I -  18-09-21.

Reflective journal on Global Development Education.

Reading through the learning material in Bright space on Key concepts of Development education, it  deepened my understanding and knowledge of complex issues related to social, economic, political and cultural challenges people face globally. The world faces global challenges, be it in the developed countries or under developed countries and these challenges requires global solutions. It challenges me to look at my personal responsibility towards solving these problems firstly by a clear understanding of the problem followed by policies or solutions that would bring about a change. It calls for far reaching changes in how I think and act for the dignity and wellbeing of fellow human beings in the world and the environment. As an educator by profession, my perspectives and policies or even my life style need to be transformative and bring about shared values to life. I can be a transforming agent by cultivating in my students and colleagues an active care for the world and world issues of sustainable development like poverty, migration, conflict, human rights abuses and climate change.

My academic experience of working in school has given me the confidence that change is possible through education and collaboration between various stake holders and it is  paramount importance for required changes and policy formation.

Case study on development education in Palestine clearly brought out the complex social, Economic, emotional, psychological and cultural challenges faced by refugees  in the Gaza camp.The awareness of the situation of Refugees in Gaza alerted me to think about similar problems faced by other countries.

The recent change of Govt in Afghanistan and human rights violations particularly against  women and children brought out through the media calls for our collective response to a global problem. The world needs to stand together to fight for the voiceless and the marginalized in terms of education, Health and right to a dignified life.
X   -  X  -   X

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Reflective journal     Week- II 24-09-2021

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Reflective journal     Week- II 24-09-2021

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Education is globally considered as the key to progress, excellence and justice or equality( Chabbott and Ramirez 2000)

Week II in Development education focused on global education policy. It highlighted the historical background for global policies, emergence of new theories and policies and important actors/ players in the field of education like UNESCO, World Bank, UNICEF, OCED etc. The mantra “Think Globally and Act Locally” has motivated individuals to be both informed by world society and in turn act responsibly for world development. The dynamic at work is not power and coercion but authority and influence of responsible citizens who can  play an important role as agents of transformation and development.

Globally, students are conceived potential sources of human capital as well as right bearing persons with humungous capacities for transforming the world. ‘The case study development Education: A chance for change’ brought out the involvement of students in Global issues as part of School Development education. Global education aims to deepen the understanding of global poverty and encourage people towards action for a more just and equal world. The cultural content of education has expanded considerably, including more domains of human life, right to education, Human rights, thus bringing a globalized character to a local society. As countries become closely linked to world society, their educational talk and action will be more attuned to global scripts and global participation. Terms like ‘Knowledge society’, ‘lifelong learning’, ‘international development’, ‘global impact’, ‘global educational model’ ‘global governance’ are examples of global world opening its doors to global educational discourses and exchanges.

The nature of schooling too is globalised in content. The universalised sciences are becoming prominent, STEM has occupied considerable importance, social sciences tend to replace traditional instruction in history, and cultural and historical materials cut across old civilizational and national boundaries. (Frank and Gabler 2006; Wong 1991; Meyer et al. 1992). Countries adopt global policies as a result of the “transmission of cultural practices”. (Hall and Taylor1996,14) Therefore, we are not only members of national society, but also a global society.

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Reflective journal                                                    week 4/08-10-2021    

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Reflective journal                                                    week 4/08-10-2021    

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Climate change is one of the biggest challenges of the global world and countries have realized the importance of immediate actions required to preserve natural climatic conditions. In order to evaluate the consequences of climate change and to facilitate climate -responsive action, it is important to understand social sciences, health sciences and politics, Hens and Stoyanov(2013). The environmental education model created by Palmer (1998) highlights three forms of education:
·       education in or from environment

·       education about environment

·       education for environment

Education can play a crucial role in addressing the climate crisis. Effects of climate changes like landslides, cloudburst, drought, floods, tsunami, volcano eruption, melting of glaciers, pollution etc. are making highlights in electronic and print media locally and globally.

In order to bring about climate change, mitigation and adaptation, political and economic will along with changes in personal life style and behaviour has to take place. Envisioning a better future is a key component of climate change education.  Citizens, particularly the young generation having   knowledge of the possibilities of climate change and limitations of technical solutions can work toward climate action. This is possible by stimulating discussions, reflections and debates within and outside school curriculum. Collective protests by young people and students all over the world, particularly climate action demands by Greta Thunberg are examples of young climate activists making a difference to climate changes.

Personal choices in life style like consumption of food, mode of travel and other purchases can be made consciously, keeping in mind the environmental conservation and protection required. In professional life, as an educator, I motivate and encourage students and colleagues to ‘reduce, reuse and recycle’ goods. More and more collective responsibility is created through visit to paper recycle plant, solar energy plant and water harvesting systems within the school premise and encourage students to contribute their bit. Education that promotes critical thinking can promote holistic actions that strengthens and sustains our planet for the well-being of all. Real learning happens when we think about what really and profoundly matters to all, to consciously envision a better future and become practical visionaries in realizing that future, Kagawa and Selby (2010).

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Students engaged in Environmental activities as part of S D G goals. 

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(Location- Presentation Convent Sr. Secondary School, Delhi, India )Week 1- 18-09-21

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https://drive.google.com/file/d/12xmDxqkCsabpy_Pza7nuFaoF_VYL-iep/view Students of P C School on environment Protection.

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Students depict the importance of flora and fauna.
(Location Presentation Convent Sr Sec School, Delhi, India)

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What needs attention is the confidence and self image of women who can be at par with men in life.

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Protest against Gender discrimination by Taliban-run-Afghanistan Government. 

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Reflective Journal                                                       Week  III  01-10-2021                                                                                                                                                                  

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Reflective Journal                                                       Week  III  01-10-2021                                                                                                                                                                  

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Focusing on the present and future of Global Development Education ( through the virtual class and the reading materials) gave a different perspective and outlook to the events that are taking place and has taken place. Looking at the possible future and then looking at the past and present was a new approach. It probably would make a globally informed and sensitive citizen to acknowledge and own up that she/he is part of the problem and therefore the solution has to be found by acting responsibly with informed and conscious decision making, planning and effective execution of the plan.

The two approaches to GCE proposed are the global competencies approach and global consciousness approach, Dill (2013). While the first provide students with the skills to compete in global society, the latter aims to provide global orientation, empathy and cultural sensitivity arising from humanistic values and assumptions. The two approaches effectively applied can bring transformative changes globally.

Veugelers (2011), differentiated  between three categories of global citizenship namely, a) open global citizenship-which recognizes the interdependence between nation states in the global age and recognizes opportunities for cultural diversification, b) moral global citizenship based on equality and human rights and emphasizing global responsibility,  and c) socio-political global citizenship, which is meant to shift the balance of political power so as to promote equality and cultural diversity. These three categories envelope the human aspects for harmonious living.

In “Teaching critical thinking” Bell hooks suggests that conducive atmosphere for ideal learning can be created if we understand student’s level of emotional awareness and emotional intelligence in the classroom. A teaching pedagogy that highlights the importance of independent thinking and create space to find everyone’s unique voice can empower students. As a result, they will learn the value of listening and speaking and engage in creative dialogue for global awareness and solutions. Teaching learning pedagogy must include technical, moral, ethical, relational, economical, political and social aspects of everyday life for better understanding of global issues and it will provide an opportunity to participate globally.

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These pictures can speak volumes about poverty. Relate this with  the SD G goal 1- No Poverty.

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Gandhiji and his Family

Children loved visiting Gandhi. A little boy who was there one day, was greatly distressed to see the way Gandhiji was dressed. Such a great man yet he doesn't even wear a shirt, he wondered.

"Why don't you wear a kurta, Gandhi?" the little boy couldn't help asking finally.

"Where's the money, son?" Gandhi asked gently. "I am very poor. I can't afford a kurta."

The boy's heart was filled with pity.

"My mother sews well", he said. "She makes all my clothes. I'll ask her to sew a Kurta for you."

"How many Kurtas can your mother make?" Gandhiji asked.

"How many do you need?" asked the boy. "One, two, three.... she'll make as many as you want."

Gandhi thought for a moment. Then he said, "But I am not alone, son. It wouldn't be right for me to be the only one to wear a kurta."

"How many Kurtas do you need?" the boy persisted. "I'll ask my mother to make as many as you want. Just tell me how many you need."

"I have a very large family, son. I have forty crore brothers and sisters," Gandhiji explained.

"Till every one of them has a kurta, how can I wear one? Tell me, can your mother make kurtas for all of them?

At this question the boy became very thoughtful. Forty crore brothers and sisters! Gandhiji was right. Till every one of them had a kurta to wear how could he wear one himself? After all the whole nation was Gandhi's family, and he was the head of that family. He was their friend, their companion. What use would one kurta be to him.

Today, 2nd October is a special day for us Indians as we celebrate the birthday of Gandhi - ‘the father of our nation’. Mahatma Gandhi with his noble values of truth and non-violence has become a lasting inspiration not only for our nation, but to the entire world. Let us resolve to fulfil his vision for India...!!

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Learning Artifacts                                                        week 4/ 08-10-2021  

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Learning Artifacts                                                        week 4/ 08-10-2021  

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An older woman's advice to young people about individual responsibility. If all of us took this woman seriously and performed our individual responsibilities, the earth and the nature would not have undergone damage and extinction to a great extent.

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Week V, the focus of Development education is on Human Rights. This topic is very relevant for today as there is so much human rights violations and abuses are happening all around the world. On 10 December, 1948 the General Assembly of the United Nations adopted and proclaimed the universal Declaration of Human Rights.  The preamble clearly states that the dignity and of the equal and inalienable rights of the members of the human family is the foundation of freedom, justice and peace in the world. THE GENERAL ASSEMBLY  proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations.

Going through all the 30 rights guaranteed in the universal declaration, my personal opinion is that many of these rights remain in papers only. More than the rights, human rights violations like human trafficking, illegal migration, crimes against women and children, domestic violence, gender discrimination, denial of religious freedom, access to free and quality education etc are on the rise all over the world. ‘All human beings are born free and equal in dignity and rights’- is something unbelievable because even to be born free, there are places in rural India not even having the necessary medical facilities for child birth or post maternity facilities.

What are rights? By Dembour, (2010) gives information on four schools of thoughts -natural Scholars, deliberate scholars, protest scholars and discourse scholars. Each school of thought presents their persuasive arguments and all have something of interest to offer. However, through formal and informal education, human rights issues can be addressed. School students through the human rights club can be given awareness about the human rights violations and conscientized about the need to promote Human rights in true spirit. Personal transformation in thought patterns and behavioural changes can bring about a desired outcome. Value based and moral discussions and debates and youth empowerment through dialogue can transform the society. Examples of people who fought for human rights like Nelson Mandela, Gandhiji and others could be presented before students and youth.   Creating awareness of social evils like lynching, political and ethnic riots, religious clashes, gender inequalities, caste and colour bias can be topics of discussion and debates which can foster empowerment and transformation in them. Human rights clubs in schools can promote  human rights issues and  encourage youth to take leadership in organizing awareness raising and mobilization actions.

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Very powerful statements about Human Rights- How do I promote and practice Human Rights? The answer will transform you and the world at large.

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A pain so deep, it keeps me alive, but one day I fear it will eat me alive.... A poem by Dave Alan Walker on Human Rights is worth reflecting on. 

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Nelson Mandela and Mother Theresa can be the great ambassadors of Human Rights, whose lives were the message to the people.

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'Cities are taking climate action' by Chandani Singh and Mythili Madhavan published in the leading newspapers of India are examples of young climate activists in action.