The intention of this rationale is to discuss the value of implementing global education into the school’s Study of Society senior work program. Therefore, this rationale will outline the focus of the curriculum initiative, address its significance, demonstrate how to implement the initiative into Study of Society, and why senior students would find it interesting and worthwhile. To address these areas the rationale will draw on the initiative itself, and will apply the initiative to the Study of Society senior syllabus (Queensland Board of Senior Secondary School Studies [QBSSSS], 2000) and Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008).
Global education is an initiative that encourages the development and promotion of attitudes and skills required to value and protect the people of this world and the environment. This involves examining and understanding global problems (such as climate change, genocide, conflict and famine), history, and cultural diversity. The world in which we live is ever evolving, and challenging past views and knowledge. It is becoming ever more interconnected and interdependent. This is evident by examining trade policy, travel and tourism trends, Internet accessibility, and global politics REF. We are living in a global world, which transcends boundaries extending beyond the local and national communities. On a broader scope, the initiative provides a framework that focuses on peace, diversity and sustainability.
The focus of global education links closely to the global aims of the Study of Society syllabus. The global aims describe how students should develop, understand, examine and appreciate key concepts such as diversity, culture, justice, values, democratic participation and knowledge of the environment (QBSSSS, 2000, p.4). A significant element of global education is its ability to span across and include these multiple perspectives. “Education should increase the ability and willingness of society’s citizens to participate constructively and ethically in their public and private lives” (QBSSSS 2000, p.1).
Global education directly impacts students and will continue to be valuable to them beyond the classroom. The influence of a globally aware, active and informed student can spread through the school community and wider REF. Because we live in an interconnected, global world, this has particular weighting on the implementation and suitability of this initiative in senior Study of Society.
The students should find global education to be worthwhile as it is a catalyst for the students to develop empathy and to feel empowered about the world and current and historical events. Through the social inquiry method students have the opportunity to cover topical issues, address a wide range of content and issues according to their interest, and to explore and/or take social action REF.
By using a...