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"Are Only Some Of Us Global Citizens?" (Nigel Dower, 2008, p. 44 in Abdi, A. A., & Shultz, L. (2008). Educating for Human Rights and Global Citizenship, New York: State University of New York Press.
Noel Gough
The phrase appropriated to global environmental education, Think Globally, Act Locally (Gough, 2003), has resurfaced to capture the epitome of global citizenship and active responsibility. However, the conceptualization of what it means to Think Globally, Gough (2003) would argue, is an abstract concept which has been “largely unexamined and undertheorized” (p. 54). With specific reference to Wagner (1993) and the globalizing of environmental education, Gough (2003) presents an interesting account of how blind spots (lack of acknowledgement or awareness) and blank spots (what we question but do not adequately address) persist within global discourse, whereby Thinking Globally cannot be reduced to elusive and overly simplistic representations of knowledge. As Gough (2002) questions, "in practical and performative terms, what do environmental educators mean when they say they are ‘thinking globally’ and, perhaps more importantly, what should they mean" (p. 1217)?
Links to Relevant Websites
Canadian Feed the Children http://www.canadianfeedthechildren.ca/
Canadian International Development Agency (CIDA) – Global Classroom Initiative http://www.acdi-cida.gc.ca/gci
CHF (Formerly Canadian Hunger Foundation) – Ottawa http://www.chf-partners.ca/index.shtml
Facing History and Ourselves http://www.facinghistory.org/
One Million Acts of Green http://green.cbc.ca/
OXFAM – Canada or International http://www.oxfam.ca/ & http://www.oxfam.org/
TakingITGlobal http://www.tigweb.org/
UNICEF - Canada http://www.unicef.ca/portal/SmartDefault.aspx?at=1420
University of Ottawa – Developing a Global Perspective for Educators http://www.developingaglobalperspective.ca/
War Child Canada http://www.warchild.ca/ www.getloud.ca
Wellesley Centers for Women - National SEED Project on Inclusive Curriculum (Seeking Educational Equity & Diversity) http://www.wcwonline.org/seed
Canadian International Development Agency (CIDA) – Global Classroom Initiative http://www.acdi-cida.gc.ca/gci
CHF (Formerly Canadian Hunger Foundation) – Ottawa http://www.chf-partners.ca/index.shtml
Facing History and Ourselves http://www.facinghistory.org/
One Million Acts of Green http://green.cbc.ca/
OXFAM – Canada or International http://www.oxfam.ca/ & http://www.oxfam.org/
TakingITGlobal http://www.tigweb.org/
UNICEF - Canada http://www.unicef.ca/portal/SmartDefault.aspx?at=1420
University of Ottawa – Developing a Global Perspective for Educators http://www.developingaglobalperspective.ca/
War Child Canada http://www.warchild.ca/ www.getloud.ca
Wellesley Centers for Women - National SEED Project on Inclusive Curriculum (Seeking Educational Equity & Diversity) http://www.wcwonline.org/seed
What are your thoughts on Global warming?
"UNLESS someone like you
cares a whole awful lot,
nothing is going to get better.
It's not." - The Lorax -
Quote from Dr. Suess
cares a whole awful lot,
nothing is going to get better.
It's not." - The Lorax -
Quote from Dr. Suess
I agree completely with the aims and the strategies to reach them that the authors have put forward – I intend to apply tenets of Workable Peace in any classroom that I will teach. However, in a system, the school one, based on compulsoriness, therefore on coercion, I find extremely difficult the accomplishment of these goals without changing the paradigm and principles underpinning our school. In the conclusion, the authors have advanced that the success of conflict resolution teaching necessitates that we increase the degree of democracy in our schools and classrooms. I would argue that making schools and classrooms democratic is a prerequisite to this success.
ReplyDeleteI think that conflict resolution is quite low on the totem pole of priorities in schools. From my experience, it seems that it only comes into play after there are problems between students and even then it is delegated to the school counsellor to work with the students to learn strategies. Unless it becomes a regular routine, I'm afraid it is ignored.
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