English CPD

English and GCE

How to integrate global justice issues into your English class

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English and GCE

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Menti

9.30: Intro 9.40: Junior Cycle10.15: Debbie Thomas Writer 10.45: Senior Cycle10.55: Idea sharing 11.20: Resources 11.30: Close

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Global Citizenship Education is: “an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live” GCE inspires solidarity by supporting people to realise their full rights, responsibilities, and potential as global citizens in order to take meaningful action for a just and sustainable world. By challenging stereotypes and encouraging independent thinking, GCE helps students critically explore the root causes of global justice issues and how they link with our everyday lives https://www.worldwiseschools.ie/development-education/

The key components of GCE

Action

Attitudes

Values

Skills

Knowledge

Global citizenship education promotes the understanding, skills and values students need to cooperate in resolving the interconnected challenges of the 21st century

Methodologies

https://www.worldwiseschools.ie/methodologies/

https://www.worldwiseschools.ie/values-and-attitudes/

https://www.worldwiseschools.ie/skills/

https://www.worldwiseschools.ie/knowledge/ Knowledge - WorldWise Global SchoolsGlobal Citizenship Education Knowledge Global Citizenship Education is about really getting to the root of inequality and injustice in the world...WorldWise Global Schools

Guiding Principles

Sustainable Development‘development which meets the needs of the present without compromising the ability of future generations to meet their own needs.’Sustainable development is a continuous process of economic, environmental, cultural andsocial change aimed at promoting wellbeing of citizens now and into the future

+info

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10 Billion Tonnes of Raw Materials

800 million hectares of land

200 million person-years of labour

23 exajoules of energy

10 billion tonnes of raw materials

Write for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage, amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard, viewed and read

GDP

Happiness

That amount of land could be used to grow nutritious food for 4 billion people

That amount of energy would be enough to provide electricity and the internet for the entire population of Africa as well as powering infrastructure for healthcare, education and public transport for all.

‘You have to ask yourself: if our economic system actively destroys the biosphere *and* fails to meet most people's basic needs, then what is actually the point?’

Militarisation

https://www.worldwiseschools.ie/resource-library2/

Put in Chat: What global justice themes can you identify that connect with what you are exploring in English class??

“…novels and even picture books possess great power to open up new worlds and inspire a capacity for empathy. Being able to empathise makes it easier to be kind, tolerant and willing to consider other points of view. It makes it harder to adopt prejudiced stances, helps to guard against aggression and conflict and may even encourage people to take positive action on behalf of others. It also helps young people to put their own problems in perspective. These are all values that lie at the heart of human rights – and we can find them in novels and picture books for children.”

Amnesty International

Junior Cycle

0ral

English allows students opportunities to engage, through creative expression and through engagement with literature and texts, with responses to the natural world, to change in the world and how they see it, thereby facilitating meaningful reflection on aspects of ESD. Examining texts that engage with the topic of climate change i.e Greta Thunberg, Severn Suzuki speeches and look at the impact of these and how students could have their own impacts. Kinsale Community College

English debating is used as a tool for peer education in Athlone Community College. For example, all TY students took part in a Debating Competition (October 2020), the motion was 'A right to say something, does not mean it is right to say it', content was based on equality, inclusion and diversity. They then made podcasts using that content and this was made available to the school community. A second year class performed a Mock Trial based on Racial injustice in November 2020 (using To Kill a Mockingbird as a template). They wrote their understanding of discrimination, inequality and prejudice afterwards. Debating and public speaking have also been used by students in teaching their peers about the UNSDGs.

The Earth is speaking. She tells us that we have no more time.” This assessment by Txai Suruí, a Brazilian indigenous activist at the opening of the COP26 climate talks could not have been more sombre. Coming directly after the G20 summit of the previous weekend that saw limited progress on climate issues, the UN talks in Glasgow did not start on a strong footing.

Junior Cycle

0ral

Background: Brian Bilston wrote this poem in 2016 as a response to stereotypes and negative comments that he saw appearing on news sites and social media with increasing frequency. The original poem can be found at brianbilston.com/2016/03/23/refugees/ REFUGEES They have no need of our help So do not tell me These haggard faces could belong to you or me Should life have dealt a different hand We need to see them for who they really are Chancers and scroungers Layabouts and loungers With bombs up their sleeves Cut-throats and thieves They are not Welcome here We should make them Go back to where they came from They cannot Share our food Share our homes Share our countries Instead let us Build a wall to keep them out It is not okay to say These are people just like us A place should only belong to those who are born there Do not be so stupid to think that The world can be looked at another way (now read from bottom to top) - Brian Bilston Approach: Do not reveal that this is a reverse-poem until the students have time to discuss the first reading. Briefly explain the background to the poem. Either read the poem to the group, or pass out the ‘Forward’ version, giving one line each to a group of 13 volunteers to read aloud. Give the volunteers a moment to familiarise themselves with their line, and then read slowly and clearly aloud as a group. When they reach the end, make time for reflection on the poem. • How does it feel to read, and to hear these words? • Are these attitudes familiar? Are these widely held views? • How do you think it might feel to be described in this way, or to meet these attitudes in school, in your community, or on the street? • Is it important to challenge attitudes like this? Can an alternative view be shared? If so, how? It is unfair to label an entire group, and hurtful to those on the receiving end. If stereotypes become rampant, there is an increased risk of prejudice, discrimination and even violence. The World Can Be Looked At Another Way: Explain that the poet is one of many people who believes in an alternative to the attitudes and policies described in the first reading. After the last lines of the poem, he leaves instructions for his readers: ‘Now read from bottom to top.” Pass around the Reverse version of the poem, again giving one line to each of the performers, and invite them to do a second reading. • What is your response to the second vision of society? • Does it feel different to read and perform? • Which society (Version 1, or Version 2) would you prefer to live in? • Does the reverse reading (Version 2) of the poem depict a realistic prospect for the future? • Who would benefit if society moved closer to Version 2? • What would need to change, and how can we help to contribute to building that future? The reality is that anyone could become a refugee, if the circumstances dictated, and everyone deserves to live in a society that respects our dignity and recognises our human rights.

REFUGEESThey have no need of our helpSo do not tell meThese haggard faces could belong to you or meShould life have dealt a different handWe need to see them for who they really areChancers and scroungersLayabouts and loungersWith bombs up their sleevesCut-throats and thievesThey are not Welcome here We should make them

Brian Bilston

Go back to where they came from They cannot Share our food Share our homes Share our countries Instead let us Build a wall to keep them out It is not okay to say These are people just like us A place should only belong to those who are born there Do not be so stupid to think that The world can be looked at another way (now read from bottom to top)

Junior Cycle

Reading

English:issues like disability (Of Mice and Men), conflict (Romeo and Juiet), racism (To Kill a Mocking Bird), war (Shadow of a Gunman, The Guns of Easter) are major themes in literature studied, People like Martin Luther King and issues of race and segregation explored through studying persuasive and argumentative writing. Loreto Fermoy

Junior Cycle

writing

Junior Cycle

writing

-News Report-Ad campaign-Film Review

Over to you...what texts are you exploring?

Brilliant English Teachers 4410 0537

Chocolate

Cocoa Raw MaterialProfit in Global NorthTrade Rules

Mobile Phone

Mineral mining, Profit in Global North, Electronic Waste

Clothes

Questionable Working ConditionsLand UseFast Fashion

Advertising Jingles

to kill a mocking bird

Recognise the structures and systems

The treatment of minorities is also explored in English with the study of the novel To Kill a Mockingbird and To Mice and Men. The second years just started a 5 week module on civil society enabling ethical globalisation. Starting through the prism of the Black Lives Matter movement, they have just finished To kill a Mockingbird and wanted to research what happened in the intervening years to the black community in America. We are using the New York Times lessons on Black history to guide us. These are fabulous resources with pod casts, videos, oral testimony, articles etc all sectioned off into key topics - the history of US policing, the descent of democracy etc. In pairs they are taking a topic to present to the class. We are aiming to bring these issues out into a series of three debates. The topics will branch out to include wider issues on equality, international peace and economic progress for all namely the following sustainable development goals: 5, 10, 16 (re equality, peace and economic progress) Stratford College

Harold's Cross ETSS looks at the characters that do not have a voice and gives them voice.

Transition Year-cross curricular & perspectives

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THE REQUIREMENT: COLUMBUS: THE ORIGINAL KING OF SPIN? Aim: To explore different historical perspectives on a famous migrant. Curriculum links: English / Drama / History / Geography They say a lie can travel halfway around the world before the truth is out of bed. This is the story of how lies about people who travelled halfway round the world have displaced the truth, or at least, any other perspective on their exploits. The idea here is to generate discussion and reflection on the power of perspectives, and how bias can be imbedded in historical narratives. The intention is to encourage critical thinking about a hugely influential person, and time, in world history - not to tell students what to think by replacing one caricature of Columbus (‘goodie’) with another (‘baddie’). Whose interests does the former image serve. Whose perspective is being ignored (or offended) by an uncritically romantic portrait? Begin by taking a few minutes to generate words and ideas associated with Columbus(Typically: ‘Explorer’, ‘brave’, ‘navigator’ ‘discovered America’, ‘hero’) Where do we get these impressions? Unpack some of these terms (particularly notions of ‘discovery’.) Whose perspective do they represent? Are there other perspectives to consider? BACKGROUND: Christopher Columbus arrived on the island of during his first voyage to America in 1492. The island was inhabited by the Taino, one of the Indigenous Arawak peoples. The Taino were at first tolerant of Columbus and his crew, and helped him to construct Fort Navidad on what is now Môle Saint-Nicolas, Haiti, in December 1492. In his diaries, Columbus initially describes the Arawak in glowing terms: “They are a people so full of love and without greed. I believe there is no better race or better land in the world.” They had sophisticated systems of agriculture, made jewelry from the abundant sources of gold on the island, and used no weapons. His response to this first ‘encounter’ was to return to Europe to equip 17 ships with weapons, soldiers, and armoured attack dog, and to set about enslaving the population in his search for gold (a preoccupation that is mentioned in his diaries dozens of times.) Before Columbus, more than three million people lived on Haiti. Twenty-five years after he arrived, only twelve thousand remained. By 1535, fewer than five hundred Arawak survived in Haiti. By 1555, 63 years after his arrival, it appears that all had been wiped out.

Consider how the Taino community might have answered the question of words they would associate with Columbus?

(Possible answers: invasion, slavery, tyranny, cruelty, oppression, genocide.)

What feelings and impressions emerge?
Whose perspective dominates in our telling of this period and these events? And whose perspective is ignored or marginalised?
Why do you think the image of Columbus in this part of the world so positive?

WRITING AND VISUAL ART ACTIVITY: Invite the students to work in small groups to produce the front page of a newspaper, telling the story of the arrival of Columbus and his men, either from the perspective of the European sailors, or the island’s Taino community. How would the headlines contrast? DRAMA ACTIVITY: Ask the students to form two groups, one of Columbus with his crew and the other a group of Taino people with their chief. Provide each group with a document – either the Requirement, or the Taino response. Each group reads their document amongst themselves first, and consider how they feel about themselves, and how they feel about the other group. Reflection: Have you heard of this document before? What are your responses to the text? Begin by sharing a word each to capture your feelings in response to it.

Next create a freeze-frame to go with the speech. When both groups are ready invite each to read their speech aloud and thought track some members of each group.

Do the groups have questions for each other?

Invite the characters to remain in role, and to fast-forward to the present day. Looking at photographs of monuments to Columbus, and the celebration of Columbus Day. What do the characters-in-role make of these celebrations? How might the day be re-named and re-oriented to encompass the experience of the Taino and other communities?

Can anything be done in the present to make amends for the loss of life and theft of resources inflicted on the Taino and other communities?

GROUP ONE: THE REQUIREMENT After ‘discovering’ an island and meeting with a group of ‘Indians’ for the first time, the Spanish read aloud to them - in Spanish. This came to be called ‘the Requirement’. This is one version: “I implore you to recognise the Church as a lady, and in the name of the Pope take the King as Lord of this land and obey his mandated. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience of the Church and his Majesty. I will take your women and children and make them slaves… The deaths and injuries that you will receive from here on will be your own fault and not that of his Majesty nor of the gentlemen that accompany me.” GROUP TWO: SPEECH BY THE TAINO CACIQUE/CHIEF: “Learning the Spaniards were coming, one day [the cacique/chief] gathered all his people together to remind them of the persecutions which the Spanish had inflicted on the people of ‘Hispaniola’: Do you know why they persecute us?” They replied: “They do it because they are cruel and bad.” “I will tell you why they do it,” the cacique stated, “and it is this – because they have a lord whom they love very much, and I will show him to you.” He held up a small basket made from palms full of gold, and he said, “Here is their lord, whom they serve and adore…To have this lord, they make us suffer, for him they persecute us, for him they have killed our parents, brothers, all our people…Let us not hide this lord from the Christians in any place, for even if we should hide it in our intestines, they would get it out of us; therefore let us throw it in this river, under the water and they will not know where it is.” Whereupon they threw the gold in to the river.” Debrief and Reflection: How do you think the Spanish saw themselves and their actions? How do they justify themselves? How might others see them? Why do you think the Spanish felt justified in reading The Requirement in Spanish to communities that did not speak their language? Can you see any parallels with behaviour in the present? EXTENSION ACTIVITY: HAITI LIBERATION AND DEBT TIMELINE Curriculum links: History and Geography Research and build a timeline looking at the rebellion by enslaved people in Haiti and the subsequent debt imposed by the French. This was estimated to have cost the country the equivalent of about $20 billion and in some years accounted for almost 80% of GDP.

When was the debt finally repaid?
How might this have affected Haiti’s capacity to develop, and to deal with the devastation caused by the 2011 earthquake?

Sources: The Requirement: Professor James W. Loewen (1992): The Truth About Columbus. The New Press: New York Taino speech: Professor James W. Loewen (1995): Lies My Teacher Told Me (Chapter 2: The True Importance of Christopher Columbus). The New Press: New York

Debbie Thomas

+ info

IDEA

Discussion

Different Texts

Satire

Debate

1. Do a round of sharing and introductions2. pick one of the texts and themes mentioned 3. discuss how you will work with your students on this4. Come up with some suggested activities5. how can you go deeper to explore the root causes of the theme you are focusing on?

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Senior Cycle

AFRI Just a second

Senior Cycle

Senior Cycle-Narrative

Poetry reading and interview with Barbara Kingsolver

Senior Cycle

Narration

In English this is done through the novel/drama/film we choose to study for comparative, for example the theme of migration is visited in many of our texts where we study what has forced this migration and the significance of it. St Mary’s Charleville

LC History looks at Fascism and has drawn parallels with present day Europe and the rise of anti-Semitism and Race Relations in America and the Black Civil Rights Movement in US History. It inked in with Racism on a local level in Ireland and on a global level, past and present. Students have also linked this into their English Course and drawn parallels in essays and speeches in this subject-Stratford College

Senior Cycle

Cross Curricular Possibilities?

Students are making links between local and global issues and between past and present. Subjects such as History, English and CSPE look at the theme of human rights and violations. 2nd Yr & 3rd looked at the topic of Child Labour - digital newspaper reports were created by each group and presented to the class in November e.g Title of ONE NEWSPAPER ARTICLE : 'THE DEBILITATING CHILD LABOUR THAT GOES INTO YOUR VANITY' this group looked at mining of mica by children that goes into make-up products worn by the girls in a class (as per survey); the violation of Human Rights Stratford College

English: One example of how GCE is addressed is through our study of "Weight of Water '' by Sarah Crossan . The novel covers themes such as immigration, racism, identity and discrimination. Our activities so far have been around the theme of immigration and identity in particular where students are asked to write diary entries from the protagonist's point of view ( a young Polish girl, who has immigrated to England) and imagine what life would be like in a new country. Many students within the classes decided to write personal reflections on their own experience as immigrants and shared them with their classmates. It was very beneficial for the students to hear their personal stories where they reflected on the initial challenges that they experienced: isolation, cultural differences, financial hardship, language barriers etc. So much work came from this that we have decided to incorporate their work into our Multicultural week this year and we plan to produce a video showing their stories.As pupils prepare for their CBA assignment in English, where they deliver a speech to the class, we use this as an opportunity to explore GCE themes through the sample speeches that we show them. Some examples that have worked well are:The danger of a single story chimamanda by Ngozi AdichieThe Girl who silenced the world in 5 minutes.Greta Thunberg’s address to world leaders: 'How dare you? You have stolen my dreams and my childhood'What is interesting about this material is that the teachers collaborated with the pupils when deciding what speeches to show in class: This came from a joint initiative between the Global Schools Student Committee, the Student Council and the English Department.

The English/Religion and History Department incorporate specific GCE themes into their curriculum. They focus on the Global Goals of Quality Education, Gender Inequality and Peace Justice and Strong Institutions. The teachers involved have collaborated in order to create links across their subjects and involve the pupils when choosing material when possible. They follow this work up with the lunchtime walking debate club which is open to all pupils in the school. Towards the end of the year we have a Multicultural week and we incorporate the walking debates into this as well as other activities within the class to explore these themes. The idea for this came from the Student Global Schools Committee. St Louis Dundalk

Resources

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Resources shared by teachers at the training....

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English CPD

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