Promoting the global dimension through geography
Geography has great potential for the incorporation of the global dimension through its strong focus on the study of places. A global sense of place can be developed by helping pupils to understand how their locality is linked to other places in the world, and the interactions between local and global issues. Pupils can develop an understanding of how people across the world share the same basic requirements (food, water and shelter, for example), celebrate similar events, and face common problems.
When studying differences it is important that it is done in such a way as to promote understanding and tolerance. An approach to geography which promotes the global dimension should encourage:
- an all-round view of places - to counter the negative perceptions of people and places often generated by the media, such as asylum seekers and the countries they have come from;
- critical thinking - encouraging a questioning approach to information and helping pupils to understand that all information is provided from a particular viewpoint and tends to be biased in some way;
- challenging stereotypes and prejudices - images of distant places can lead to feelings of pity or superiority.
As preparation for the activity on the right, click on the Text icon and look at 'Geography and global citizenship commonalities' (Walkington, 1999, p. 13). The table summarises the skills, concepts, values and approaches that are common to both geography and global citizenship.
Then click on the Video icon and watch the four short clips from Section 3 of the British Council video Developing Global Citizens in Primary Schools (IBT/The Central Bureau for International Education and Training, 2000). The clips explore various strategies for delivering global citizenship through geography. The transcript of Section 3 is available on the IBT website: Transcript: section 3
Activity 2 is best carried out with a group of colleagues or as part of a staff INSET session after you have watched the video clips. The various strategies for delivering global citizenship through geography, suggested in the video clips, are as follows:
- active learning and participation;
- building on existing knowledge;
- relating to a local issue;
- use of role-play to encourage others' points of view;
- correspondence with schools abroad;
- using information and communications technology (ICT);
- writing for a real audience;
- exchange visits;
- identifying common issues;
- identifying similarities and differences between lifestyles;
- using external inputs, such as visitors.
Now carry out the activity on the right.
Activity Resources:
Activity
- Click on the Text icon and look at 'Unit 20 - Local traffic: an environmental issue' (QCA, 1998) in the geography scheme of work for key stages 1 and 2, from the DfES Standards Site.
- Start to consider teaching and learning activities that could address the bulleted list of strategies opposite with reference to Unit 20. The unit has been designed so it can be adapted easily for any local issue. The more topical and real the issue is to your locality, the more meaningful the activities you develop will be. A real life local issue is more likely to engage pupils and provide opportunities for real active citizenship.
- Then click on the Text icon and print out 'Using real topical local issues for active global citizenship' and use this to collate your ideas (some ideas have already been entered). Discuss with colleagues whether these ideas could be incorporated into your schemes of work for geography. Try, or ask a colleague to try, some of the ideas with groups of pupils.
