Global Citizenship Advocates course

Global Citizenship means taking action for social justice and sustainability, locally and globally.

BPEC runs a three-day course for teachers with the aim of inspiring them to become advocates of Global Citizenship, so that the principles and ideas can be embedded in the school environment. The course is run three times a year, in partnership with Reading International Solidarity Centre and Mary Young, Citizenship Advisor for West Sussex, and has received funding from the Department for International Development (DFID). It is open to teachers and educators from Brighton & Hove and East and West Sussex. Participants will also receive some free teaching resources. Please contact Ruth on 01273 766610, or email info@bpec.org if you are interested in a course.

Synopsis of 3-day Global Citizenship Advocates Course

Aim: to inspire people to become Advocates of Global Citizenship within their own workplaces, e.g. school or library service, so that the ideas and principles of GC can be embedded widely and sustainably. By the end of the course, our intention is that participants will feel confident to deal with issues such as race equality, inclusion, sustainability, the global dimension, International Week and Schools Linking. We hope that the connection between teaching with an outlook of Global Citizenship and pupil’s motivation and achievement will become clear to participants. Participants will also have had an opportunity to look at recommended resources.

Methodology: as a key element of Global Citizenship is participative, active and reflective learning, the course will model this in being highly interactive and giving as much opportunity for discussion as possible. Every aspect of the course will relate directly to classroom practice, with discussion on how global issues can be made relevant to teachers and pupils in the UK. Between the three days, participants will be encouraged to try out one or more activities with their class/ colleagues and to report back on these at the start of the next session. To receive certification for the course, it is essential to attend all three days. Below is a broad outline of the course. Day 1:

• What is Global Citizenship?
• Why is Global Citizenship important?
• Why Global Citizenship is relevant even to young children
• How Global Citizenship specifically fits across curriculum subjects

Day 2:

• Challenging stereotypes in the classroom as well as in work with different peoples and places.
• Dealing with controversial issues in the classroom and whole school - part 1
• Personal awareness raising in terms of the complexity of global issues

Day 3

• Dealing with controversial issues - part 2
• Different participatory methodologies that can address controversial issues and promote attitudinal change, e.g. P4C, simulation games.
• How to take GC forward in your school/workplace.
• Where to find further support.

What is an Advocate of Global Citizenship? Someone who:

• Understands what Global Citizenship means theoretically and practically, and is prepared to challenge their own thoughts and behaviour.
• Is committed to the principles of Global Citizenship: social justice and equity and reducing their negative impact on the environment.
• Is committed to their own continuing learning.
• Has the knowledge, skills and understanding to confidently raise and respond to controversial issues in the school/ workplace.
• Recognises stereotyped views and information and is equipped to challenge them effectively.
• Understands and can explain to others where Global Citizenship fits into different subject areas of the National Curriculum and into the whole school.
• Understands how Global Citizenship raises pupils' motivation, achievement and self-esteem.
• Acts as a conduit for providing further information to others on issues of Global Citizenship.
• Is able to offer peer-support on issues related to Global Citizenship to others within their school or workplace.
• Uses participative methodology to engage pupils.
• Can ensure that Global Citizenship is given weight by the school/ workplace and is supported by the management in promoting Global Citizenship.
• Is aware of the complexities of achieving attitudinal change in learners but can engage in strategies that can promote this.
• Is committed to widening participation and inclusion within and outside education.