Gwybodaeth Modiwlau

Key Themes

Session 1 ? The Emergence of the Global Citizen: Time Space Convergence and Global Communication

Session 2- The Child as a Global Citizen

Session 3- International Perspectives on Global Citizenship and Childhood

Session 4- ICT, Social Networks and the Media: Global Learning and Global Understanding

Session 5- Sustainability and Childhood: a Global Perspective

Session 6- ESDGC: Contemporary Theory and Practice

Session 7- ESDGC: Implementation into the National Curriculum

Session 8- ESDGC- Barriers to Implementation

Session 9- ESDGC- in Wales
Session 10- ESDGC: future possibilities and changing policy
Session 11- Student presentations
Additional: Students will also be required to research and present on one of the following for Assignments 2&3:

• Health Education and Sustainability
• International perspectives on children'r rights
• Urbanisation, migration and education
• Development theories and educational
• Colonialism and education
• Education and national development
• International aid and educational development
• Education for all
• Gender, development and education
• Ethnicity and Education
• Religion and Education
• Another topic generated from students reading- agreed with the course tutor

Children, Global Citizenship and Sustainable Development: Perspectives, Policy and Practice places a key emphasis on recognising the intrinsic links between children and their environment. Theoretical approaches to global citizenship have noted the convergence of space and time to allow instant global communication and sharing of knowledge (Gillis 2010). More recently these issues have emerged in areas such as economy, education and childhood studies. This module explores these theoretical approaches, but with an emphasis on key issues relating to education and childhood studies. The module begins with a critical examination of theories of global citizenship that draws upon literatures from a wide range of disciplines. The module identifies theoretical positions on how children are viewed as global citizens (Gidley 2012; Dillon, Ruane & Kavanagh 2010; Johanasson 2009), with emphasis on how schools draw upon children'r own experiences and background to highlight interactions of people from mixed races and ethnic background (Hong 2003; Robbins, Francis and Elliot 2003). There is a further interrogation of children'r perceived attitudes towards issues of race and ethnicity and how children are taught to think critically about their own and perceptions (see Aboagye 2001; Connolly & Hosken 2006; Finn Nybell and Shook 2010; Robbins, Francis and Elliot 2003 for example). Moreover the module investigates how children are taught to be sustainable citizens (Clarke & Drudy 2006; Douglas & Wade 1999; Evans and Honeyford 2012), with a detailed analysis of how policy frameworks have been built around these theoretical interventions.

There has been a growing recognition that principles of good environmental management and sustainability need to be included in curricula of education at all levels (Aberystwyth University 2011; Percy-Smith & Thomas 2010). Education for Sustainable Development and Global Citizenship (ESDGC) is a cross-cutting theme in the revised curriculum for Wales 2008 (DCELLS, 2008). The key document on ESDGC in Wales, Education for Sustainable Development and Global Citizenship: A Common Understanding for Schools (DCELLS, 2008), emphasises that ESDGC is a holistic approach to education which:

• Prepares learners for the new challenges that will be part of their future such as climate change and international competition for resources
• Helps them to understand the complex, interrelated nature of their world
• Builds the skills that will enable learners to think critically, think laterally, link ideas and concepts such as needs and rights and uncertainty and precaution, and make informed decisions.

Specifically policy has been oriented to issues such as quality of life, citizenship, diversity, values, and enabling future generations to maintain a high standard of living. With the move towards a more top down approach to global citizenship and sustainable development there have been key changes to the manner in which these concepts are understood and implemented within educational contexts. Moreover the implementation of these themes, within the existing curriculum frameworks, has come under increasing scrutiny from politicians and academics (Estyn/WAG, 2002). This module critically evaluates the impact of policy implementation in Wales, and at a wider international level.