[Essay] Global Education

Introduction

Gaudelli (2003) defines Global education as a curriculum that seeks to prepare students to live in a progressively interconnected world where the study of human values, institutions, and behaviors are contextually examined through a pedagogical style that promotes critical engagement of complex, diverse information toward socially meaningful action (p.11). According to Henderson (2005), one of the most effective means of preparing the Australia to different local, regional and global challenges is through education (p.306). Global education aims to create global citizens that are aware of the world around them, respect and value diversity, take action for human rights, social justice and sustainability, and take responsibility for their own actions. It also seeks to broaden knowledge and understanding through interconnectedness and interdependence, sustainable environment, economic development, diversity, human rights, change management, conflict resolution and peace building. Global education also aims to develop values and attitudes such as personal identity and self-esteem, care and compassion, responsibility and cooperation, social justice, respect for diversity, environmental sustainability. Skills and processes development is also one of the goals of global education. Global education aims to increase the citizens’ involvement in the global community. Learning emphases across the curriculum includes identity and cultural identity; globalization and interdependence; dimensions of change; sustainable futures; peace building and conflict; and social justice and human rights.

Source: www.globaleducation.edna.edu.au

Overview : Global Perspectives Statement

Twenty-first century Australians are members of a global community, connected to the whole world by ties of culture, economics, politics and shared environmental concerns. At the heart of global education is enabling young people to participate in shaping a better-shared future for the world. Global education in Australia is being supported by the national government and many nongovernmental organizations (NGOs) like Catholic Relief, Oxfam, UNICEF, Communities Abroad, etc. The Australian governments together with these NGOs have developed instructional materials for teachers. The funding for the global education resource and training centers in five of the eight states and territories comes from the Australian Agency for International Development. Many state education departments have taken the initiative to rewrite the curriculum to reflect the need of educating young people for life in a global society (Tye 2003). While global education has perhaps had the greatest impact in the area of society and environment, global perspectives are relevant across al learning areas. This is reflected in the curriculum frameworks and syllabuses, which have been developed over recent years in most states and territories. With its emphasis not only on developing knowledge and understanding but also on promoting positive values and equipping students.

Global Perspectives Statement

The Global Perspectives statement does not seek to prescribe curriculum content; rather it aims to clarify the goals rationale, emphases and processes of global education, to serve as a resource – a philosophical and practical reference point – for all Australian teachers and students.

Educational Rationale

Educational Perspective offers students and teachers with an approach which takes into account the whole of human society and the environments in which people live; an emphasis on the future, the dynamic nature of human society, and each person’s capacity to choose and shape preferred futures; an opportunity to explore important themes such as change, interdependence, identity and diversity, rights and responsibilities, peace building, poverty and wealth, sustainability and global justice; a focus on cooperative learning and action, and shared responsibility; an emphasis on critical thinking and communication; and an opportunity to develop positive and responsible values and attributes, important skills and orientation to active participation.

Global education does not simply aim to impart knowledge rather it seeks to open the minds of both teachers and students and to encourage every citizen of the global community to actively participate in shaping a shared future. It seeks to equip and enable young people for global citizenship.