Leeds DEC - Global Dimension

Leeds DEC is an educational charity that aims to raise awareness of global sustainable development issues with people in West Yorkshire

We have a wide range of resources for primary and secondary teachers and youth workers available for sale or loan

We provide training on a range of global development and environmental issues for teachers and youth workers

Check out our educational projects including Global Schools, Positively Global and Earth Summit

Global Dimension Global issues are part of all our lives with tremendous changes taking place in the way we view the world: technological developments in communications such as television, personal computers, the internet and satellite technology, as well as the opportunity to travel more widely, have all contributed to this change in our perspective. It is important, therefore, to make conceptual links between global issues and local issues: to provide opportunities for people to examine their own attitudes and values; to understand the global context for their own lives and to develop the skills to play an active part in both their local and the global community. Concepts : Citizenship Gaining the knowledge, skills and understanding necessary to become informed, active, responsible global citizens To include: Political literacy, local, national, global; social and moral responsibility and active citizenship; inter-dependence and cultural diversity. Take a look at the global citizenship page. Sustainable development Many of the world's problems are a result of human development, especially the consumption of resources and the ability of the planet’s environment to sustain present consumption levels. Neither this nor the inequality of the North/South divide are sustainable. Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations means improving the standard of living for all the worlds’ population, including the poorest of the poor; highlighting environmental problems and finding solutions that are both practical and moral. What is meant by ‘quality of life’ versus ‘standard of living’? What is meant by a ‘way of life’ and a ‘way of thinking’ ? What needs to change to ensure sustainability? What are our moral and practical choices, and what consequences do they have upon us? Everyone needs to be aware of what the developing world is and where their current perceptions come from. Principles of sustainable living, preferable futures and that local actions do have a global impact need to become common in our thought, our understanding andour practice. Diversity Understanding and respecting differences and relating these to common humanity necessitates our recognition of the differences between peoples, cultures and environments all over the world without using difference as a barrier to separate us. What are the similarities/differences in religion, race, bio-diversity? How do we respect and appreciate common humanity, points of unity, shared values? What is the nature of discrimination and how might we best challenge it? What are the consequences of the reduction of diversity? What are the implications of the destruction of the environment, of GMOs and designer babies upon all of humanity? The maintenance of diversity is necessary to the health and sustainability of natural and human systems. It is our human responsibility to recognise its important function and maintain and value difference and diversity of species and environment. Human rights Knowing about human rights and understanding their breadth and universality and the implications for us all. What is the value of human life, is this the same everywhere? What are human rights and does everyone have them? Legal and human rights and responsibilities. Who says what is right? Are ‘human rights’ based on a particular view of the world? What are the political differences which prevent human rights? Who is responsible for our rights and responsibilities? It is important to consider what is behind Bills and Charters written in our name such as The Human Rights Bill, The International Declaration of Human Rights. What are the implications for childrens’ rights and the rights of future generations?		Values and perceptions Developing a critical evaluation of images of the developing world and an appreciation of the effect these have on people’s attitudes and values. Where do you get your values and perceptions from? How do you form your own views? What is the power and dynamics of prejudice and how do we challenge it? How do we challenge stereotyping? How do we view other ‘peoples’ value systems, political, cultural and religious? Developing an awareness of media images of the developing world and being able to critically evaluate them. Interdependence Understanding how people, places and environments are all inextricably interrelated and that events have repercussions on a global scale. What links exist between people, environment and place? How do events in one place affect people and the environment in another? Globalisation: who is included and who is excluded? What are the political, economic, environmental, social and cultural implications of the world as a global community? Globalisation is a changing historical process. Global political and economic forces shape our inter-dependence: world trade and power relationships; global governance; global poverty reduction. Conflict resolution Understanding how conflicts are a barrier to development and why there is a need for their resolution and the promotion of harmony. What is conflict and how does it begin? What are the political, social and moral aspects of conflict? How is it resolved? What styles are adopted for handling conflict? Conflict within and between countries? What are the links between conflict and global inequalities? What are the roles of international agencies The United Nations and W.T.O. in both conflict development and resolution? Do the rounds of international conferences help? The history of colonialism and changing societies, of different positions and interests that are taken. Consideration of the relative ability/inability of international and global institutions to tackle and resolve the root causes of conflicts is vital to enhancement of global understanding. Social justice Understanding the importance of social justice as an element in both sustainable development and the improved welfare of all people. What do we mean by equality and fairness? What is justice? What is social justice? How can everyone contribute and be valued for their contribution? What is the role of campaigning groups and how do they function? What is the meaning of ethical trade and which are the ethical trading companies seeking to foster equality and social justice? Lessening inequality and promoting social justice at all levels: local, national and global, are central tenets of development education. Everyone has different skills and abilities and has the potential to use them in a socially responsible way, and realising that both action and inaction has costs and consequences. References : 1. Auditing Citizenship: A citizenship and p.s.h.e. curriculum audit for key stage 3 & 4 ; Development Education Centre, South Yorkshire. 2. A Curriculum for Global Citizenship: A guide for teachers and education workers, Oxfam. 3. Developing a Global Dimension in the Curriculum. Guidance; DfEE, DfID. 4. Citizenship Education: the Global Dimension, guidance for key stages 3 & 4 , DEA. 5. Global Perspectives in the National Curriculum. Guidance for key stage 3, DEA pub. 1996, awaiting new editions.