Table Of ContentGlobal Learning and
Sustainable Development
Global learning and sustainable development encompass some of the key ideas and
challenges facing the world today:challenges such as climate change,globalisation
and interdependence. Schools increasingly recognise the role of education in
addressing these issues with young people,but exploring global issues across the
curriculum requires a considerable amount of time and planning across subjects.
This book aims to reduce this workload by providing a clear overview of global
learning,its development in policy and what this means for teachers in practice.It
outlines the different ways in which global learning can be delivered as a cross-
curricular theme,with examples of current activities and practice in schools.
Features include:
■ an examination of key influences and debates in this area;
■ guidance on how to plan,implement and evaluate change in the curriculum to
incorporate global learning;
■ the role of Personal Learning and Thinking Skills as a way of exploring global
learning and sustainable development;
■ ideas from the ‘global context’of practice in Europe and beyond;
■ activity ideas supported by case studies of innovative practice;
■ links to other educational agendas,relevant topics and resources.
Providing clear guidance on the underpinning theory and policy and drawing upon
current initiatives in schools,this book will be of interest to all trainee and practising
secondary teachers wanting to help young people engage critically with global
issues.
Helen Gadsby is course leader for the PGCE Secondary Geography course at
Liverpool Hope University.She is actively involved in pedagogical research around
secondary education,global dimension and geography education.
Andrea Bullivant works for Liverpool World Centre and,through a partnership
with Liverpool Hope University, works closely with tutors and students, local
schools,children’s services and NGOs to develop and embed the global dimension
and sustainable development in teaching and work with young people,including
cross-curricular projects.
Teaching contemporary themes in secondary education 1
2
series
3
4
The secondary national curriculum encourages teachers to develop more creative
5
and flexible teaching around interrelated themes,which will help young people to
6
make sense of some of the key ideas and challenges in today’s world.
7
This series explores the key themes of global learning and sustainable develop-
8
ment,creativity and critical thinking,technology and the media,identity and cultural
9
diversity,and enterprise.
10
Each theme represents a key topic considered to be of particular relevance to
1
young people growing up in the twenty-first century.These themes are not intended
2
to be curriculum subjects,but rather over-arching themes which bring a greater sense
3
of relevance and inter-connectedness to the way in which young people learn.
4
These books aim to explore such themes in some depth,investigating how they
5
link to different areas of the curriculum (including different education agendas)
6
while giving an overview of policy changes and implications for practice.They pro-
7
vide ideas on how to incorporate these themes through a whole-school approach,
8
using practical case studies of a range of activities and approaches,with detailed
9
information on how this was organised and implemented and the outcomes and
20
learning achieved.
1
2
3
About the editors
4
5
Helen Gadsbyis the course leader for the PGCE secondary geography course at
6
Liverpool Hope University.She also teaches on the BAQTS and PGCE primary
7
courses.She has 16 years of teaching experience in secondary schools,where she
8
held the positions of Head of Geography and Head of Year.Helen’s research interests
9
include education for sustainable development and global learning.She has presented
30
workshops and papers around these topics at a number of national and international
1
conferences.
2
3
Andrea Bullivant works for Liverpool World Centre,an organisation which works
4
with schools,communities and organisations to raise awareness about issues of global
5
interdependence and global justice.As part of this role she has worked closely with
6
the Education Faculty at Liverpool Hope University to embed global learning
7
within LHU’s teacher training and education courses.More recently this work has
8
involved developing CPD training for teachers on global learning themes and
9
supporting the work of LHU’s Centre for International and Development Education
40
(CfIDE).
1
2
3
4
51
Global
Learning and
Sustainable
Development
Edited by Helen Gadsby
and Andrea Bullivant
First edition published 2010
by Routledge
2 Park Square,Milton Park,Abingdon,Oxon,OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
711 Third Avenue,New York,NY 10017
Routledge is an imprint of the Taylor & Francis Group,a n informa business
This edition published in the Taylor & Francis e-Library, 2011.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© Helen Gadsby and Andrea Bullivant,for selection and editorial material.
Individual chapters,the contributors.
All rights reserved.No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic,mechanical,or other means,now known
or hereafter invented,including photocopying and recording,or in any
information storage or retrieval system,without permission in writing from the
publishers.
The right of the editor to be identified as the author of the editorial material,and
of the authors for their individual chapters,has been asserted in accordance with
sections 77 and 78 of the Copyright,Designs and Patents Act 1988.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Global learning and sustainable development / edited by Helen Gadsby and
Andrea Bullivant.— 1st ed.
p.cm.— (Teaching contemporary themes in secondary education)
Includes bibliographical references and index.
1.Education and globalization. 2.International education. 3.Curriculum
planning. 4.Sustainable development. I.Gadsby,Helen. II.Bullivant,Andrea.
LC1090.G557 2010
370.116—dc22 2010046501
ISBN 0-203-81740-0 Master e-book ISBN
ISBN13: 978-0-415-58409-8 (hbk)
ISBN13:978-0-415-58410-4 (pbk)
ISBN13:978-0-203-81740-7 (ebk)
Contents
List of figures vi
List of tables vii
Notes on contributors viii
Abbreviations used in the book x
Acknowledgements xii
Introduction 1
Chapter 1 Global learning:a historical overview 6
Andrea Bullivant
Chapter 2 Current policy and practice 25
Helen Gadsby
Chapter 3 Educating for global citizenship 56
Phil Bamber
Chapter 4 Towards a European dimension in education:developing
an intercultural pedagogy 76
Audrey Beaumont and Nicola Savvides
Chapter 5 Planning your curriculum 94
Alison Clark and Anne James
Chapter 6 Classroom approaches:walking the walk,(and more
importantly) talking the talk 120
Steve Padget and Lorna Pout
Chapter 7 Provocations for Chapter 6 (how to do it) 130
Steve Padget and Lorna Pout
Chapter 8 Case studies of school practice 148
Conclusion 168
Appendix 1 Personal Learning and Thinking Skills (PLTS) 173
Appendix 2 Lesson plan for purchasing and waste ‘doorway’ 175
Appendix 3 Broadway School:sample activities 176
Index 177
v
1
2
3
4
5
6
Figures 7
8
9
10
1
2
3
1.1 The Holland Report 17
4
2.1 The eight global dimension key concepts 27
5
4.1 The Integrated Conceptual Framework 87
6
5.1 The global dimension in action 101
7
5.2 Cycle of development 104
8
5.3 Models of cross-phase and whole-school planning for global
9
learning 113
20
5.4 School council and learner voice leading a whole-school global
1
theme 113
2
5.5 Cycle of planning for global learning 116
3
7.1 Cycle of activity 134
4
8.1 Kagan cooperative learning 149
5
8.2 International student charter 156
6
8.3 Key impact on the school 157
7
8.4 Creativity Gem 166
8
9
30
1
2
3
4
5
6
7
8
9
40
1
2
3
4
51
vi
Tables
1.1 A guide to ‘issue-based educations’ 9
1.2 A timeline of international agreements on sustainable development 15
2.1 Curriculum links to the global dimension and sustainable
development cross-curricular dimension 42
2.2 Links to Every Child Matters 48
2.3 SEAL and community cohesion agenda links to the global
dimension and sustainable development 49
4.1 Trade routes lesson grid 89
5.1 Curriculum planning grid 97
5.2 Finding out about the content of pupil’s learning 106
5.3 Finding out about the attitude of pupil’s global learning 107
5.4 Finding out about views of staff involved in global learning 107
7.1 The matter of slavery 130
7.2 Pollution or profit? 133
7.3 Not in my back yard 137
7.4 Towards a green school 142
7.5 Earthquake 144
8.1 Transformational learning curriculum 150
8.2 Lesson plan for global dimension ‘doorway’ 151
8.3 Year 7 and 8 curriculum 154
8.4 Broadway School hot lesson plan 161
vii
1
2
3
4
5
6
Contributors 7
8
9
10
1
2
3
Phil Bamber is a Senior Lecturer in the Faculty of Education at Liverpool Hope
4
University.Phil has experience in international educational development in Papua
5
New Guinea,India and Malawi.He led a project from 2007 to 2010 to embed
6
the global dimension within the curriculum of the Faculty of Education with
7
funding from the UK Government Department for International Development.
8
Phil is a research fellow of the Institute for Research in Education and Society
9
at St Xavier’s College Mumbai and founding Director of the Centre for
20
International and Development Education based at Liverpool Hope University.
1
2
Audrey Beaumonthas been the Art Curriculum Leader for the undergraduate and
3
postgraduate primary art courses at Liverpool Hope since 1998.Prior to joining
4
Hope,Audrey worked in a number of secondary and primary schools in Greater
5
Manchester where she held the posts of Art and Design Coordinator and Deputy
6
Headteacher.Audrey has established a number of international links through her
7
work with the EU Socrates programmes and has involved secondary schools in
8
the Greater Manchester area in collaborative partnerships with other European
9
schools and universities.She has also worked with several primary schools,devel-
30
oping art in the curriculum with schools in Everton,Kensington and Speke.
1
Andrea Bullivantworks for Liverpool World Centre,an organisation which works 2
with schools,communities and organisations to raise awareness about issues of 3
global interdependence and global justice.As part of this role she has worked 4
closely with the Education Faculty at Liverpool Hope University to embed 5
global learning within LHU’s teacher training and education courses. More 6
recently this work has involved developing CPD training for teachers on global 7
learning themes and supporting the work of LHU’s Centre for International and 8
Development Education (CfIDE). 9
40
Alison Clark is a Lecturer in Initial Teacher Education at Liverpool Hope 1
University,with a teaching focus on Global Learning and Religious Education. 2
Prior to joining Hope,Alison has held teaching roles including Head of RE, 3
Citizenship and PSHCE in several secondary schools and a FE College.These 4
roles have also involved work with cluster primary schools to manage the 51
viii
Contributors
transition of pupil learning and supporting schools to introduce new initiatives
into the curriculum.Alison’s current area of doctoral research focuses on a key
theme in global curriculum,the place of Values and how to incorporate them
in the experience of learners.
Helen Gadsbyis the course leader for the PGCE secondary geography course at
Liverpool Hope University.She also teaches on the BAQTS and PGCE Primary
courses.She has sixteen years’teaching experience in secondary schools in the
Home Counties,where she held positions of Head of Geography and Head of
Year.Helen’s research interests include education for sustainable development and
global learning.She has presented workshops and papers around these topics at
a number of national and international conferences.
Anne Jameswas Head of Department and then Head of Faculty at two large 11–18
secondary schools.She joined Liverpool Hope University in 2008 as a Lecturer
in Music Education. She has qualifications GRSM,ARCM, PGCE, MA in
Education Leadership and Management.Her current research interests include
the Global Dimension at KS3 and differentiation in the music classroom.
Steve Padget is an independent consultant and writer based in the northwest
specialising in thinking skills and promoting the value that an appreciation of
the importance of these has for effective learning in general and effective learning
in the English classroom in particular.Having taught English in inner-city schools
for over thirty years,Steve developed a keen interest in the details of the learning
process while working on Liverpool’s Gifted and Talented programme and at
the same time working on the test development side of the SATs.Steve has for
many years been involved in the training of new teachers, most recently as
outgoing subject leader of secondary English at Liverpool Hope University.
Lorna Pout is Senior Lecturer in Performing Arts at Liverpool Hope University
where she teaches on and assists with the management of the only PGCE in
Performing Arts in the country.Previously Lorna was Advisory Teacher for Dance
and Drama for Wigan LA and taught extensively in a number of London schools.
Lorna’s research interests include the use of forum theatre and imaginative
thinking as a way of engaging learners with cross-curricular topics including
global learning.
Nicola Savvidesis a Lecturer in Education Studies at De Montfort University.Her
ESRC-funded doctoral research was conducted in the field of Comparative and
International Education at the University of Oxford,Department of Education.
It focused on how three of the intergovernmental European Schools are incor-
porating a European dimension in education,particularly with respect to pro-
moting a sense of European identity among pupils.Other research interests include
citizenship education,especially European and global citizenship;secondary school
students’ national, European and cosmopolitan identities; students’ attitudes to
Europe,Europeans and ‘others’;and intercultural and international education.She
has published several journal articles in these innovative research areas.
ix
