Content uploaded by David Hicks
Author content
All content in this area was uploaded by David Hicks on Oct 20, 2016
Content may be subject to copyright.
A preview of the PDF is not available
Teaching the global dimension: Key principles and effective practice
Abstract
Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of 'global education' today and provides: A framework for understanding global issues. A model identifying the key elements of good practice. Insight into young people's concerns for the world and the future tried and tested strategies for handling controversial global issues more confidently in the classroom key concepts for planning appropriate learning experiences a range of case studies which demonstrate the different ways in which a global dimension can be developed. Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum. © 2007 Selection and editorial matter, David Hicks and Cathie Holden. All rights reserved.
... The activist perspective encourages engagements to transform the current power dynamics in practice, such as environmentalism, boycotting global economic institutions, and trade union movements. This transformative feature is often considered as too political and challenging of the status quo, for which these perspectives seem less popular with teachers and in formal education (e.g., Hicks & Holden, 2007;Law, 2007;Rapport, 2010;Niens, O'Connor, & Smith, 2013). ...
... Though the landscape of educational policies has changed towards the inclusion of global perspectives, many studies show that teachers are not prepared for this (e.g., Hicks & Holden, 2007;Rapoport, 2010;Guo, 2014;Jokikokko & Karikoski, 2016). According to them, teachers are reluctant to teach issues related to global perspectives mainly because of the lack of conceptual understanding, insufficient guidance, and fewer opportunities to reflect on their experiences. ...
... Nevertheless, teachers are often hesitant to bring GCE into the classroom because GCE often deals with controversial issues which can have potential consequences (Hicks & Holden, 2007). There is also the pressure of educational demands prioritising accountability, standardisation, competition, and economic productivity (Sahlberg, 2011). ...
This research explores primary school teachers’ agency for global citizenship education (GCE) in South Korea. Due to heightening attention to global perspectives in education, GCE was introduced into the formal education of South Korea through a government-led approach. Despite this, GCE seems dependent on individual teachers’ interests independent of the government’s ambition to pursue global citizens as one of its core curricular goals. Following this, this study investigates individual teachers’ agency for GCE and discusses the implications of findings, especially on teacher education. Following the critical tradition which seeks human emancipation, this thesis employs post-positivist realism as a methodology which allows discussion on agency concerning structural matters through analysing causal mechanisms and social conditions from empirical data. Following this, data are examined along with (1) the categorisation of global perspectives through Gramsci’s common sense, (2) pedagogical approaches to GCE for social justice from Freirean critical pedagogy, and (3) Emirbayer and Mische’s concept of agency redeveloped in relation to Holland, Skinner, Lachicotte, and Cain’s concept of a figured world. Data were mainly collected from eight primary school teachers in Korea through interviews and focus group discussions, and an additional 15 teachers by interviews for supplementary data. Findings show that teacher agency depends on individual teachers’ awareness of GCE and its significance. However, participants without experience in GCE seem to achieve agency within a curriculum regardless of their interests. Also, further data analysis on participants engaging in GCE shows that their teacher agency for GCE tends to be mediated within a given structure, which exposes the peripheral position of GCE in a curriculum contrary to the governmental promotion. Such ambivalence implies the importance of the social legitimacy of GCE to facilitate teacher agency, for which this thesis concludes with suggestions for teacher education.
... Students' perceptions of threats to the world's future: It has been reported that students express concern about global issues including those regarding poverty, hunger, wars, overpopulation, and the environment (Holden, 2007;Oscarsson, 1996;Rubin, 2002). In ICCS 2016, students were asked to rate the seriousness of a broad range of threats to key aspects of civilization. ...
... Students' perceptions of threats to the world's future: It has been reported that students express concern about global issues including those regarding poverty, hunger, wars, overpopulation, and the environment (Holden, 2007;Oscarsson, 1996;Rubin, 2002). In ICCS 2016, students were asked to rate the seriousness of a broad range of threats to key aspects of civilization. ...
Like previous IEA studies of this field, ICCS 2022 emphasizes the measurement of affective-behavioral aspects of civics and citizenship through student questionnaires. These are important learning outcomes from civics and citizenship education and are organized around two affective-behavioral areas: attitudes (e.g., judgements in relation to ideas, people, objects, events or situations) and engagement (e.g., interest in, and expectations of, civic engagement through civic action and future political participation). Items used to measure these domains represent indications of levels of agreement or participation that are not reported or interpreted as “correct” or “incorrect.” Attitude measures cover similar areas to three of the four cognitive domains: attitudes to civic principles (e.g., threats to democracy, equality and equal rights, environmental sustainability), civic issues and institutions (e.g., participation at school, political systems, trust in institutions, acceptance of restrictions during a national emergency) and civic roles and identities (e.g., perceptions of good citizenship, sense of identity, expectations of their own future). Engagement refers to students’ beliefs about their interest and capacity to engage, expectations of future civic action, past and present engagement, and also includes constructs such as preparedness to participate in forms of civic protest and anticipated future political participation as adults. In addition, young people may now also become involved in virtual networks through social media. Engagement may relate to participation in activities at local, national, or supra-national levels.KeywordsCivic attitudesCivic engagementExpected future civic engagement
... The reason to concentrate primarily on the specific age groups mentioned above is that late middle childhood (ages about 11-12) is a period when many children start showing an interest in wider societal and global issues (Holden, 2007). This could be due to developmental factors related to the fact that many children in this age-group develop a capacity for abstract thinking, that is, that they can think beyond a concrete situation (Evenshaug & Hallen, 2001). ...
Climate change is an existential threat facing humanity on a global scale. To handle this problem all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of the article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental wellbeing (b) coping with climate change (c) private-sphere pro-environmental behavior as a form of pro-social development d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need of more longitudinal and intervention studies.
... These international and intergovernmental organizations enhanced the internationalization in higher education (Holden, 2000). Themes such as interconnectedness, interdependence, international development, sustainability, global knowledge exchange, and the assurance of a peaceful, prosperous future began to set the stage (Hicks, 2007). The notion of postcolonial education has been widely circulated as a combination of diverse national, cultural, and global perspectives in higher education (Knight, 2004). ...
Using the Internationalization of the Curriculum (IoC) model, this study analyses postgraduate educational programmes that contribute to internationalization in higher education at British and Sino‐British transnational universities. The purpose is to explore postcolonial curricular design influences and opportunities. The study identified patterns based on content analysis of twelve programmes' goals, approaches, and course listings. The findings reflected noteworthy similarities with limited emphasis on the emerging paradigmatic shift of IoC. The study invited one programme director from each type of university to speak about the design intentions from an insider's perspective. The discovery was that both types of universities were driven, in part, by a response to global market trends rather than an ideological postcolonial design imperative. Semi‐structured interviews of postgraduate Chinese students in the Sino‐British university's programme were conducted to understand students' perceptions of learning and former pedagogical experiences. Students appreciated opportunities to explore indigenous knowledge and experiences to make the curriculum relevant and meaningful. They expressed a clear need to conduct independent discoveries without necessarily following the patterns established by Western scholars. The paper offers suggestions for constructing postcolonial learning environments. Implications for educational practices are discussed.
... This is widely echoed in GCE scholarship, which emphasizes the importance of creating a safe setting in which learners feel able to explore controversial topics from a variety of viewpoints, and to ask uncomfortable questions in a constructive manner (Golmohamad, 2009;Le Bourdon, 2018). Frameworks for best practice for GCE champion experiential learning practices, in which learners engage directly with topics and are given time and space to explore them; here teachers also take a facilitating role in discussions (Hicks and Holden, 2007;Percy Smith, 2012). Such an approach creates a causality effect in which the environment shapes the sensorial experiences that learners encounter and in which these sensorial encounters simultaneously impact the learning environment. ...
Global citizenship education (GCE) seeks to develop critical thinking and self-reflexivity
and, crucially, to create feelings of belonging to a common humanity. Although the
subjectivity of belonging has been widely recognized, gaps remain around the micro-level
experiences and practices that foster global identities. This article addresses these
questions through the analysis of the individual’s lived experience on an international
GCE programme. It will be argued that global belonging is a transformative process
of self-identity, shaped primarily through shared sensorial experience where the unfamiliar
becomes familiar. The senses here help to create new personal and shared norms building
trust, bonds and belonging between individuals from different backgrounds. Thus, in
order to understand the journey towards feelings of global belonging, we must look
to the senses as key sites of transformation.
This autoethnographic piece seeks to demonstrate the continuous reflexive journey of researchers in acknowledging and addressing their privileges. Through reflections on fieldnotes and a subsequent paper written during my own doctoral research, I will explore how my immersion within postcolonial scholarship forced me to address how my own positionality in the field has re-enacted colonial dynamics in the field of global education. Thus, the paper will argue that in the same vein that we call on learners and educators to reflect on their privileges and positionality through pedagogical practices, we too as researchers must consider how the privileges we hold impacts our epistemological and methodological approach to study.
Women comprise slightly less than half of the total population of immigrants across the world. As advocacy and fight for equal rights, opportunities, and identity for women continue, migration opens doors to global education for immigrant women to obtain personal autonomy, independence, empowerment, and a chance of earning higher wages than what they would have earned in their home countries. On the opposite end, women may also face oppression, gender inequality, and discrimination based on their ethnicity, class, and race through migration. This chapter highlights the rewards and drawbacks experienced by migrant women and feminist theory approaches to global migration. Examining the experience of migrant women using feminist theory underpinnings could potentially lead to deeper understanding and recommendations for international policies as well as evidence-based, culturally competent interventions to assist women migrants.
This study was conducted with two objectives: (a) to develop 3D geometry teaching strategies through SketchUp Make (SPPD-SUM), and (b) to study the effect of SPPD-SUM on visual-spatial skills (VSS). It was conducted in two stages. Stage I involved designing SPPD-SUM, whereas Stage II involved studying of the effect of SPPD-SUM on VSS. The activities in Stage I were based on a five-phase cycle in the ADDIE Model. The analysis phase examined the basic information related to VSS. The design phase involved setting VSS into learning activities. The development phase involved the construction of learning activities that are in line with every VSS component. The implementation phase involved two series of pilot studies and the implementation of SPPD-SUM among 12 students for three weeks. The data obtained from the evaluation phase by seven mathematics experts found that SPPD-SUM might function well pedagogically. Stage II began with descriptive quantitative data and inferential statistics using a one-group quasi time series experimental approach. The study was conducted for six weeks among 34 form-five students. The inferential analysis via the mean score of VSS suggests that SPPD-SUM helps improve students’ VSS with a significant difference (at p = 0.05 level) before and after learning activities. This quantitative analysis shows that there is a significant change in students’ cognitive processes, particularly in their ability to rotate, view, transform and mentally cut 3D objects, and to identify, analyse, connect, and make series reasoning and geometric features. Therefore, it can be concluded that SPPD-SUM can be used in mathematics classrooms to improve students’ visual-spatial skills.
This paper examines the role of education in (re)constructing civil society in societies emerging from conflict or violence. After examining the nature of civil society and its importance for democracy and peace, the paper looks at three areas: legal education (including human rights
education); information, media and the public space; and citizenship education (exploring nationalism, democracy and accountability). It aims to dispel any romanticised mythology about the possibilities of civic regeneration, particularly if this means returning to a nationalistic, exclusionary
or heroic past. The 'new normality' should be active citizens who will challenge social injustice, corruption or aggression; this is argued to apply to countries who are the instigators of international conflict as well as those traditionally labelled conflict or post-conflict.
Intended to aid in the development of an interpretive community, this article (1) articulates an alternative epistemological framework for understanding the future; (2) examines the structure of images of the future—primarily the image of the present continued, catastrophe, reversion to a stable past, and transformation; (3) explores linear, cyclical and spiral patterns of social change; and (4) argues that an ideal theory of the future must be able to problematize time and to negotiate the many meanings of time, even as it might be committed to a particular construction of time.
This article argues for a redirection of the approach to geography teaching in primary education. It challenges the accepted notion that the curriculum is provided for children by adults, reflecting the interests of an adult world, rather than being one in which children have a direct interest. The basis for this challenge lies in an examination of children's geographies, which are explored through children's geographical experience at first and second hand; the geographies affecting children's lives near and far, and the geographies of children's participation in community activities. The idea is promoted of children as dynamic and active participants, rather than as immature and passive learners in their geographical education. This is placed in the context of social justice for children and children's sense of fairness, as well as in relation to environmental futures and global citizenship education. Within the current geography national curriculum (GNC) for England, the key stage 1 and 2 geography programmes of study could be reorientated to reflect and build from these three aspects of children's geographies. This has implications for the focus of the units of study that many teachers now use to structure the content of the primary geography curriculum. It also implies children's increasing involvement in creating that curriculum themselves, as they gain experience with the teacher, on the basis of appropriate criteria linked to their personal experience. For primary schools to engage with such a reconception of geographical education, support and development is essential if primary teachers are to regain control of the curriculum and to put children's geographies at the heart of geography. The shift in curriculum thinking proposed here is contentious, but decisions on curriculum purpose, content and approach always have been so. A primary geography curriculum based on children's geographies may well reach deeper levels of commitment and learning, and that is a goal worth striving for.
This paper explores both the personal narratives of a group of black and white undergraduate students and the institutional discourse at one historically white and Afrikaans medium university now undergoing its own transformation in post‐apartheid South Africa. It considers how students talk about their actual experiences and the micro‐realties of their personal biographies, what this reveals about how they construct and reconstruct race and identity, and how discourses of race and racialized identities are being reproduced or transformed under new historical and institutional conditions of possibility. The focus is twofold: on the one hand on the contradictions of institutional discourse which both formally admits black students but may subtly work to exclude them as well; and on the other on the friendships that students develop as just one exemplar of how race works itself out biographically and personally. The particular issue is to understand institutional and individual ‘default identities’ which work to erase or obscure the power relations of race and hence to enable race to persist, but also to explore moments of transformation when new identities are made possible. The paper further seeks to contribute to narrative inquiry, following Wright Mills's24.
Mills CW (1959) The sociological imagination New York Oxford University Press [CrossRef]View all references notion of the need to consider the intersections of history, biography and society.
A sample of 187 students who had come to the end of their initial teacher education and training course completed a scale of attitude toward education for global citizenship. The data demonstrated that the majority of students had a positive attitude toward education for global citizenship
but lacked the confidence to implement education for global citizenship within the classroom. The most positive attitude toward education for global citizenship was associated with pursuing geography as the major field of study, while the least positive attitude was associated with maths,
physical education and history.
Citizenship, even in KS1, should help children develop their own value systems and understanding about challenging injustice. This paper reports on a small project working with 6–7 year olds through the statutory History curriculum. Children learned about three people from the past whose personal actions contributed to changing discriminatory institutional structures and attitudes. The children surprised their teachers by their maturity and understanding of the issues. The paper details some principles for engaging in controversial work of this nature, identifies some areas of potential misunderstanding and provides examples of the teachers' strategies and support.
Contends that bias in schoolbooks cannot be considered independently of the wider question of bias in teaching generally and suggests ways in which teachers can handle controversial issues. Schoolbooks currently being published in Britain are surveyed and their messages measured against a draft checklist. The customary procedure for producing schoolbooks is discussed, and methods by which publishers may be pressured to change their current practices are considered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article begins by noting some of the global concerns that young people have today and highlights the crucial role of global education in responding to such concerns. It then considers the importance of teacher training in such matters and reports on a preliminary study relating to the initial training of teachers in England. In particular this raises questions about the knowledge and understanding that such students bring to their courses. It concludes by identifying some of the consequent dilemmas faced by teacher trainers working in this context.