The Importance of Principles of Global Citizenship - Literature review Example

The Dеvеlорmеnt of a Рrоjесt for Оrgаnisаtiоnаl Сhаngе in Your Wоrkрlасе Student’s Name Course Tutor’s Name Date: Critical reflection on the importance of principles of global citizenship, and sustainable practices The importance of principles of global citizenship and sustainable practices, which have been identified by United Nations (cited by Bliss, 2005) as sustainable environments, social justice, equity and peace, has been discussed extensively in literature. The Commonwealth of Australia (2005) for example observes that considering the exploitation that Australia has been subjected to in past decades, the future depends on the adoption of sustainable practices both in the environmental and cultural spheres. According to the Commonwealth of Australia, everyone needs to assume a caretaker or custodian responsibility for both cultural and natural resources that Australians have. Philosopher Peter Kemp (cited in Johansson, 2009) observes that while sustainable practices are a focus of ‘narrow’ national or regional initiatives, the truth is that humans are part of, and should be “responsible for, a common world” (p. 80). The Commonwealth of Australia (2008) further observes that the interdependence across social systems, environments and cultures means that “decisions taken in one place will affect what happens elsewhere” (p. 11). A point in case is environment pollution, which, though occurring in larger quantities in some countries compared to others, has implications on different countries regardless of whether they are major polluters or not. The importance of the principles of a global citizenship and sustainable practices is further reinforced by what Calder and Smith (1993 cited by Bliss, 2005) call the “interdependence of human society, empowerment, social progress for all, sustainable and just world and active participation” (p. 5). In other words, the principles of global citizenship and sustainable practices underscore inseparable nature of relationships which are multilayered and interwoven. For example, the natural, cultural and social phenomena are interrelated to people, lands, and communities. Unsustainable use of any resources in one global area would therefore not only affect the local environment, but would also have an impact on the national, regional and even planetary effects. Notably, education has a role to play in enhancing the adoption of the principles of global citizenship and sustainable practices, since as Bliss (2010) and Leslie (2009) observes, education can play a critical role in enhancing an equal, socially just, sustainable and peaceful world. == Key aspects of being a pedagogical leader in ECEC contexts to implement a plan for sustainability According to Hicks (2011), progressive educators have in the past 40 years played a major role in developing practical expertise in their students through teaching about environmental issues, injustices, poverty, wealth, conflict and peace. Unfortunately, not all educators especially in ECEC recognise the need to implement a plan for sustainability. According to Hicks (2011), only minority educators have the knowledge needed or are interested in implementing a plan for sustainability. Yet, these same teachers are supposed to act as the bridge that connects the young children to the adult world. As Hicks (2011) puts it, “all teachers are by necessity ‘interpreters of the world’ for the young” (p. 7). As a pedagogical leader in ECEC context for purposes of implementing a plan for sustainability, the first main aspect for any teacher would be knowledge. Ideally, the pedagogical leader needs to know different things about the world, since through such knowledge they would be able to interpret and pass on the same to the children learners. Hicks (2011) suggest that a leader need to understand the past, the present, and where the world needs to be in the future. The second aspect to being a pedagogical leader in an ECEC context for purposes of implementing a plan for sustainability is the ability to involve and enjoining different stakeholders in the sustainability plan. As has been noted by Commonwealth of Australia (2005), “all the groups that make up a school community are important in constructing and sustaining environmental education for sustainability” (p. 103). In other words, the pedagogical leader needs to involve other teachers, parents and students in the sustainability planning since one cannot succeed in effectively implementing such plan on their own. Considering the nature of ECEC contexts, a pedagogical leader ought to have a consultative aspect, and through such, he/she has to consider building upon existing traditions of early childhood pedagogies in sustainability planning. As indicated by Samuelsson and Kaga (2008), inventing new pedagogies is not necessary to implement a plan for sustainability. Rather, one can use early childhood pedagogies such as outdoor learning, real life projects, parent and community’s involvement, interdisciplinary approach, concrete experiences, holism and development and education to implement the plans for sustainability. A leader should however consult with other teachers through what Clarkin-Phillips (2011, p. 21) refers to as ‘brokering’ in order to implement a new plan for sustainability or align and coordinate the implementation. == The Project The project for implementation in Little Angels ECEC located in the outskirts of Brisbane involves the formation of a tree nursery, where children will be involved in the planting of tree seedlings, and encouraging their parents, friends and relatives to get the young trees for transplanting in their areas of residence. The project is modelled to fit into one of the three types of environmental education identified by Davis (2010) as education for the environment since the children will be taking action (planting trees) for purposes of meeting the crises brought about by massive deforestation across the globe. Background As a teacher at Little Angels ECEC, I have the responsibility with new programs to engage students in the outdoors setting. The idea of tree planting has been a well-thought idea, which I have consulted with my colleagues and a significant number of parents with. While some parents think that tree planting might be too taxing an undertaking for the young children, a majority believe it is a good way of introducing their children to trees and nature in general. Context At little Angels, teachers have been brainstorming for ideas regarding a practical project that can benefit the children become better global citizen and at the same time involve parents and the larger community. Teachers have been concerned that children are becoming accustomed to the outdoor activities (such as role playing) that children engage in during the afternoons hence indicating the need for change. The tree planting idea was well received hence its implementation as indicated below. Conditions for change As indicated above, teachers at Little Angels ECEC were brainstorming on ideas that would break the monotony in role play that they usually used to engage children in the afternoons. My idea regarding tree planting was thus well received and has since received support and input from my colleagues during the project development and implementation phases. Being an outdoor activity, no structural changes were needed. The aim The project aims at instilling the importance of trees not only in Australia, but also in the whole world to the young learners. Through the project, teachers attending to young children in the subject school will create an understanding of how the children can meet their current needs for trees without reducing or diminishing future generations’ abilities to meet their needs. Additionally, the teachers will create an understanding among the children of the complex economic, social and environmental links that are responsible for interdependence and globalisation. The objectives of the project are: Enhancing children’s learning about the importance of trees in the environment Enforcing knowledge about the declining forest density in different areas of the world and the effect it has on the larger planet Creating children’s knowledge regarding the effects of deforestation Re minding each child that they have a role to play in increasing the number of trees in their immediate habitat. Getting to parent and/or caretakers with the tree planting messages through their children and encouraging them to be involved in joint tree-planting initiatives through integrative initiatives as suggested by Wong and Press (2012). The main requirements for the project Tilled space ready for planting the tree seedlings Tree seedlings Gardening tools (e.g. small gloves for use by the children, and small watering cans) Maps indicating the trees cover in different continents in the world vs. The ideal tree coverage Maps indicating the effect of reduced tree covers e.g. increased silting in water bodies due to increased soil erosion; polluted water bodies that affect the habitat; unpredictable weather patterns etcetera Blank manila papers to make invitations to the parents, friends and relatives Colouring pencils and paints Timing and implementation The tree planting project will be undertaken twice a week for one hour prior to the children leaving school for home. In the beginning sessions, teachers will engage the young learners through diagrams, thus creating the knowledge relating to the importance of trees, the declining tree cover in different parts of the world, the effects thereof, and the remedial effect that planting new trees can have on the environment. This may take several weeks, after which, the teachers will allow the children to participate in tree planting activities as part of their input in making a difference in the world. Once the seedlings are planted (with the help of the teachers and other assisting staff), children will commence the preparations of inviting their parent, friends and relatives to collect tree seedlings for planting in their neighbourhood or common areas where tree planting is allowed. At this stage, children will be encouraged to design the invitations they will send and include messages that will encourage the targeted recipients to plant more trees. Based on the messages, the teachers will gauge the children’s understanding of the importance of trees. The ECEC will also organise with the local community leaders for a tree planting activity where children, their parents and the larger community can plant all seedlings raised in the ECEC’s tree nursery. The preparations for the invitations will take place concurrently with constant watering of the tree seed beds by the learners (with the help of the teachers). In approximately two months after project commencement, the tree seedlings will be transplanted to areas that can benefit from more tree cover, and the teachers and children will have attained their aims and objectives. In the end, the effect of the project will be gauged for the need to restart it all over, especially for purposes of creating the knowledge among children that tree planting should be a continuous undertaking. Challenges While it was easy to foster shared understandings regarding the importance of trees, it was quite challenging to convince all parents to participate in the shared practice as suggested in the Policy Brief (2009). Specifically, it was hard to convince all parents to join and support the ECEC’s tree planting initiative. The need to explain the complex nature of global interconnectedness and how trees or the depreciation of tree cover was affecting the environment was quite challenging at first. However, and after using illustrations and other visual aids, the children were able to understand the project better. Preliminary outcomes of the project Just as envisaged in the objectives section, the project has succeeded in: enhancing children’s learning about the importance of trees in the environment; enforcing knowledge about the declining forest density in different areas of the world and the effect it has on the larger planet; creating children’s knowledge regarding the effects of deforestation; reminding each child that they have a role to play in increasing the number of trees in their immediate habitat; and getting to parent and/or caretakers with the tree planting messages through their children and encouraging them to be involved in joint tree-planting initiatives. Future possibilities As indicated elsewhere, the project may restart all over again depending on the impact it will have on the students and communities, and for purposes of ensuring that children understand that planting trees as a one-off occasion is not enough. Modifications for future might include involving older children, schools and even inviting sponsors to support the project at a larger scale. References Bliss, S. (2005). Growing global education and globalisation in Australia. Paper presented at the Pacific Circle Consortium International Conference. University of Western Sydney July 7. 1-14. Retrieved March 27, 2013, from http://www.ptc.nsw.edu.au/SiteMedia/w3svc361/Uploads/Documents/26.%20GE%20AND%20GLOBALISATION%20IN%20AUSTRALIA.pdf Bliss, S. (2010). Sustainable future- A global education learning emphases. Clarkin-Phillips, J. (2011). Distribution leadership: growing strong communities of practice in early childhood centres. Journal of Educational Leadership, Policy and Practice 26(2), 14-25. Commonwealth of Australia. (2005). Educating for a sustainable future: a national environmental education statement for Australian schools. Department of Environment and Heritage, retrieved March 27, 2013, from http://www.environment.gov.au/education/publications/pubs/sustainable-future.pdf. Commonwealth of Australia. (2008). Global perspectives: A framework for global education in Australian schools. Retrieved March 27, 2013, from http://www.asiaeducation.edu.au/verve/_resources/global_perspectives_statement.pdf. Davis J. (2010). Young children and the environment: early education for sustainability. Melbourne, AU: Cambridge University Press. Hicks, D. (2011). Sustainable schools, sustainable future: a resource for teachers. Glastonbury: WWF. Johansson, E. (2009). The preschool child of today- the world-citizen of tomorrow? International Journal of Early Childhood, 41(2), 79-96. Leslie, A. (2009). Sustainable communities: the role of global citizenship education. POLIS Journal, 2(winter), 1-44. Policy Brief. (2009). Integrating services for young children and their families, 17, 1-4. Samuelsson, I. P. & Kaga, Y. (2008). The contribution of early childhood education to a sustainable society. UNESCO. 1-136. Wong, S. & Press, F. (2012). The art of integration: delivering integrated education, care and support services for young children and their families, 1-36. Read More