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

 

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. 

 

 

 

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, 2^nd 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...!! 

 

·       education about environment

·       education for environment

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). 

                   

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. 

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 21^st 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?"

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.

 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.