Teaching for a better world: Introducing Development Education

Transcription

1 Teaching for a better world: Introducing Development Education The Ubuntu Network is funded by Irish Aid, Development Education and Civil Society Section. The ideas, opinions and comments therein are entirely the responsibility of its author(s) and do not necessarily represent or reflect Irish Aid policy. This booklet was compiled by Frances Leahy, DCU, and Deirdre Hogan, Ubuntu Network, for students of the Professional Diploma in Education at Dublin City University. Design work: Marie Flannery, Ubuntu Network.

2 TABLE OF CONTENTS SECTION 1: AN INTRODUCTION TO DEVELOPMENT EDUCATION... 1 Ubuntu Network... 2 Development Education... 2 Millennium Development Goals... 3 SECTION 2: GROUP ACTIVITY STIMULUS PACK... 7 Stimulus Discussion Activity for Each Group... 8 Images... 9 Business Studies Civic, Social and Political Education (CSPE) English Geography History Maths Modern Languages Science Religious Education Useful Links... 34

3 SECTION 1: AN INTRODUCTION TO DEVELOPMENT EDUCATION Page 1

4 UBUNTU NETWORK The Ubuntu Network supports the integration of Development Education into post primary initial teacher education in Ireland. Established in May 2005 and funded by Irish Aid, it works with teacher educators and student teachers to identify effective pedagogical approaches appropriate to exploring local and global development perspectives. Underlying issues are those relating to global poverty and inequality, and subsequently these extend into areas such as aid and trade, gender and education, environment and climate and ultimately the interdependence between the developing and developed worlds. Dublin City University is an active member of the Ubuntu Network. Dr. James O Higgins Norman, Dr. Majella McSharry and Frances Leahy are executive committee members. More information on the Ubuntu Network can be found at DEVELOPMENT EDUCATION Development Education is an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live. It seeks to engage people in analysis, reflection and action for local and global citizenship and participation. It is about supporting people in understanding and acting to transform the social, cultural, political and economic structures which affect their lives at personal, community, national and international levels (Irish Aid 2006). Development topics include - Sustainability, Conflict, Cultural Awareness, Climate Change, Poverty, Inequality, Debt, Injustice, Development, International Trade Regulations, Aid, Environmental Protection and Preservation, Refugees, Climate Justice, Education for All, Good Governance, HIV and AIDs, Health Provision and Immunization, Access to Safe Water, Food Security, Hunger, Multicultural Page 2

5 Societies, Gender Equality, Right to Freedom of Thought, Conscience and Religion, the Right to Work, Energy Supply, Management of Natural Resources, Ethical Consumption, Genocide, and the Millennium Development Goals. MILLENNIUM DEVELOPMENT GOALS Halve, between 1990 and 2015, the proportion of people whose income is less than one dollar a day Achieve full and productive employment and decent work for all, including women and young people Halve, between 1990 and 2015, the proportion of people who suffer from hunger Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015 Reduce by two-thirds, between 1990 and 2015, the under-five mortality rate Reduce by three quarters, between 1990 and 2015, the maternal mortality ratio Achieve, by 2015, universal access to reproductive health Have halted by 2015 and begun to reverse the spread of HIV/AIDS Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it Have halted by 2015 and begun to reverse the incidence of malaria and other major diseases Page 3

6 Integrate the principles of sustainable development into country policies and programmes and reverse the loss of environmental resources Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of loss Halve, by 2015, the proportion of people without sustainable access to safe drinking water and basic sanitation By 2020, to have achieved a significant improvement in the lives of at least 100 million slum dwellers Develop further an open, rule-based, predictable, non-discriminatory trading and financial system Address the special needs of the least developed countries Address the special needs of landlocked developing countries and small island developing States Deal comprehensively with the debt problems of developing countries through national and international measures in order to make debt sustainable in the long term Page 4

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9 SECTION 2: GROUP ACTIVITY STIMULUS PACK Page 7

10 STIMULUS DISCUSSION ACTIVITY FOR EACH GROUP Select 1. Select a picture/ diagram/cartoon/chart/ text/poem from the resources listed for your subject area. Discuss 2. Discuss how this resource is relevant to Development Education and to your subject area. Apply 3. Consider how you might use this resource in your teaching? Page 8

11 IMAGES Images source: Human Rights Day: Girls with Guns: Page 9

12 Child Labour: Filling a Drum of Water: Page 10

13 Peace: Page 11

14 BUSINESS STUDIES Images source: Irish Times 14 th February 2013 Page 12

15 Page 13 Image source:

16 Slides source: Deidre Hogan, Ubuntu Network Page 14

17 CIVIC, SOCIAL AND POLITICAL EDUCATION (CSPE) The course is based on 7 core concepts: Democracy Law Human rights and responsibilities Human dignity Interdependence Development Stewardship There are 4 units of study: Unit 1 - The Individual and Citizenship Unit 2 - The Community Unit 3 - The State Ireland Unit 4 - Ireland and the world See the following images in the Images section of this booklet: Human Rights Day Girls with Guns Page 15

18 ENGLISH Strange Fruit Southern trees bear a strange fruit, Blood on the leaves and blood at the root, Black bodies swinging in the southern breeze, Strange fruit hanging from the poplar trees. Pastoral scene of the gallant south, The bulging eyes and the twisted mouth, Scent of magnolias, sweet and fresh, Then the sudden smell of burning flesh. Here is fruit for the crows to pluck, For the rain to gather, for the wind to suck, For the sun to rot, for the trees to drop, Here is a strange and bitter crop. Poet: Abel Meeropol Songwriters: FROST,DAMON/PHIRI,AARON / Strange Fruit lyrics EMI Music Publishing, Warner/Chappell Music, Inc. Page 16

19 Excerpts from Huckleberry Finn by Mark Twain (1884) Huck s perspective Huck reunites with Jim, Miss Watson's slave. Jim has also run away after he overheard Miss Watson planning to sell him "down the river" (to one of the states further South where the treatment of slaves is far more brutal). Jim plans to make his way to the town of Cario in Illinois, a free state, so that he can later buy the rest of his enslaved family's freedom. At first, Huck is conflicted about the "sin" of supporting a runaway slave, but as the two talk in depth and bond over their mutually held superstitions, Huck emotionally connects with Jim, who increasingly becomes Huck's close friend and guardian. Huck s father s perspective I got the things all up to the cabin, and then it was about dark. While I was cooking supper the old man took a swig or two and got sort of warmed up, and went to ripping again. He had been drunk over in town, and laid in the gutter all night, and he was a sight to look at. A body would a thought he was Adam he was just all mud. Whenever his liquor begun to work he most always went for the govment, this time he says: "Call this a govment! why, just look at it and see what it's like. Here's the law a- standing ready to take a man's son away from him a man's own son, which he has had all the trouble and all the anxiety and all the expense of raising. Yes, just as that man has got that son raised at last, and ready to go to work and begin to do suthin' for him and give him a rest, the law up and goes for him. And they call that govment! That ain't all, nuther. The law backs that old Judge Thatcher up and helps him to keep me out o' my property. Here's what the law does: The law takes a man worth six thousand dollars and up'ards, and jams him into an old trap of a cabin like this, and lets him go round in clothes Page 17

20 that ain't fitten for a hog. They call that govment! A man can't get his rights in a govment like this. Sometimes I've a mighty notion to just leave the country for good and all. Yes, and I told 'em so; I told old Thatcher so to his face. Lots of 'em heard me, and can tell what I said. Says I, for two cents I'd leave the blamed country and never come a-near it agin. Them's the very words. I says look at my hat if you call it a hat but the lid raises up and the rest of it goes down till it's below my chin, and then it ain't rightly a hat at all, but more like my head was shoved up through a jint o' stove-pipe. Look at it, says I such a hat for me to wear one of the wealthiest men in this town if I could git my rights. "Oh, yes, this is a wonderful govment, wonderful. Why, looky here. There was a free nigger there from Ohio a mulatter, most as white as a white man. He had the whitest shirt on you ever see, too, and the shiniest hat; and there ain't a man in that town that's got as fine clothes as what he had; and he had a gold watch and chain, and a silverheaded cane the awfulest old gray-headed nabob in the State. And what do you think? They said he was a p'fessor in a college, and could talk all kinds of languages, and knowed everything. And that ain't the wust. They said he could vote when he was at home. Well, that let me out. Thinks I, what is the country a-coming to? It was 'lection day, and I was just about to go and vote myself if I warn't too drunk to get there; but when they told me there was a State in this country where they'd let that nigger vote, I drawed out. I says I'll never vote agin. Them's the very words I said; they all heard me; and the country may rot for all me I'll never vote agin as long as I live. And to see the cool way of that nigger why, he wouldn't a give me the road if I hadn't shoved him out o' the way. I says to the people, why ain't this nigger put up at auction and sold? that's what I want to know. And what do you reckon they said? Why, they said he couldn't be sold till he'd been in the State six months, and he hadn't been there that long yet. There, now that's a specimen. They call that a govment that can't sell a free nigger till he's been in the State six months. Here's a govment that calls itself a govment, and lets on to be a govment, and thinks it is a govment, and yet's got to set stock-still for six whole months before it can take a hold of a prowling, thieving, infernal, white-shirted free nigger, and " Page 18

21 Note: A literary genre This mode focuses on the ways that texts tell their story. The following kinds of questions should be asked about the texts being studied: How is this story told? (Who tells it? Where and when is it told?) Why is the story told in this way? What effects do all these have? What are the major tensions in the texts? Are they resolved or not? Was this way of telling the story successful and enjoyable? To what genre does it actually belong? Is it Romance, Thriller,Social Realism, Saga, Historical, Fantasy, Science-fiction, Satire? Page 19

22 GEOGRAPHY Census 2011 Results Profile 6 Migration and Diversity A Profile of Diversity in Ireland Non-Irish nationals living in Ireland There were a total of 544,357 non-irish nationals living in Ireland in April 2011, representing 199 different nations. The growth in the number of non-irish nationals has continued since 2006, albeit at a slower pace than earlier years. Total numbers increased by 124,624 over the five years to April 2011 which represents a rise of 30 per cent. Polish nationals increased by 93.7 per cent since 2006 from 63,276 to 122,585 in 2011 marking them the largest group ahead of UK nationals with 112,259. Where they live The administrative counties of Dublin City (88,038 persons), Fingal (49,517) and Cork County (42,886) had the highest numbers of non-irish nationals while Leitrim (3,703) and Longford (5,477) had the lowest numbers. Fingal saw the largest increase (+15,151 persons), while Galway City was the most multi-cultural with 19.4 per cent of its residents recorded as non-irish. Sex and age structure Non-Irish nationals were split fairly evenly by gender in April 2011 with 271,864 males and 272,493 females. 60 per cent were in the year age group, compared with just 32 per cent for Irish nationals. Marital Status Of the 465,788 non-irish nationals in Ireland aged 15 and over in 2011, just under half (49%) were married compared with 47 per cent of the Irish population. The rate of separated or divorced persons was higher amongst non-irish nationals at 7.9 per cent in 2011 compared with 5.3 per cent for Irish nationals. Amongst nationalities, Chinese nationals aged 15 and over were more likely to be single (51.5%), while Indian nationals were more likely to be married (82.4%). Page 20

23 See the following images in the Images section of this booklet: Child Labour Filling a Drum of Water Peace Page 21

24 HISTORY History Later Modern, Skills of history: 1. To develop an awareness of different interpretations of particular historical issues. 2. To develop a range of research skills essential for the study of history. 3. To develop an appreciation of the nature and variety of historical evidence. Working with evidence: The study of one of the topics will involve the structured use of historical documents. This will allow the student to develop expertise in the evaluation of evidence and the capacity to make reasoned judgements. The main varieties of historical evidence include: Public records Records of private institutions Letters Memoirs Eyewitness accounts Page 22

25 Source: Punch 1845 This cartoon, appearing April 25, 1845, was drawn by John Leech. Scotland and England are criticized for their treatment of Ireland: Source: Punch 1845 This cartoon, appearing December 13, 1845, was drawn by William Newman. It portrays Daniel O'Connell as a potato fungus. On the floor is what seems to be a collection plate full of coins, assumedly "the O'Connell Tribute." Page 23

26 MATHS Census 2011 Results Source: Homeless%20persons%20in%20Ireland%20A%20special%20Census%20report.pdf Page 24

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28 Slides source: Deidre Hogan, Ubuntu Network Page 26

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30 Page 28

31 Source: The Power of Numbers, Andrew Bates & Margaret O Shea Page 29

32 MODERN LANGUAGES Census 2011 Results Profile 6 Migration and Diversity A Profile of Diversity in Ireland Languages spoken at home 514,068 persons spoke a language other than Irish or English at home in Of these 145,919 were Irish nationals with French (41,243 persons), German (16,160) and Spanish (12,590) being the most common languages spoken in Irish homes reflecting the most popular foreign languages taught in Irish schools. Amongst European nationals living in Ireland in 2011, Polish was the most common language with 112,811 speakers, followed by Lithuanian, Russian, Romanian and Latvian. Lithuanian nationals had a high proportion who could not speak English well or at all (29.9%). Somalian (29.5%), Latvian (28.8%), Polish (24.5%), Brazilian (24.3%) and Chinese (23.9%) nationals also had higher than average rates who could not speak English well or at all. Recent immigrants The census results show that of the 53,267 persons who arrived in Ireland in the year prior to April 2011, 33,340 were non-irish nationals. Most of the arrivals were of European nationality with the largest number being Polish (4,112) followed by UK nationals (4,072). Over two thirds were between the ages of 15 and 34. Most of these arrivals were single persons (59.7%) while 22.7 per cent were married. Page 30

33 SCIENCE Slides source: Deidre Hogan, Ubuntu Network Page 31

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35 RELIGIOUS EDUCATION See the following images in the Images section of this booklet: Child Labour Filling a Drum of Water Peace Page 33

36 USEFUL LINKS DevelopmentEducation.ie: a dedicated website with cartoons, images, articles, icebreakers, stimulus sheets and lots of other resources relating to DE/ESD issues. 80:20 Educating and Acting for a Better World: promotes education on human development and human rights includes free extracts from the book '80:20 Development in an Unequal World', 6th Edition (note: copies of the book are also available to borrow from the Ubuntu office). Irish Development Education Association: an umbrella association that represents organisations and individuals engaged in the advancement of DE throughout the island of Ireland website includes useful information, resources, publications, links Comhlámh: challenges society on the root causes of global poverty and inequality includes a section on Development Education. United Nations Development Programme: on the ground in 177 countries and territories, the UNDP offers global perspective and local insight to help empower lives and build resilient nations, partnering with people at all levels of society to help build nations that can withstand crisis, and drive and sustain the kind of growth that improves the quality of life for everyone. Human Development Report: the UNDP's annual report on development throughout the world, contributing towards the expansion of opportunities, choice and freedom by promoting innovative new ideas, advocating practical policy changes, and constructively challenging policies and approaches that constrain human development. World Development Movement: campaigns against the root causes of poverty and inequality includes information on global justice, overseas aid, climate debt DICE Project: Development & Intercultural Education within initial primary education. Page 34