Forum Replies Created
-
Posts
-
I come from a very small rural community with not many amenities. Because of this we don’t have any refugees in our community. In nearby towns however organisations like the red cross works with refugees. Schools and students can help refugees feel welcome and supported in many practical ways. Language support would be a way to integrate new children into the school community. The school could offer extra English language help, conversation groups or peer tutoring. The school could hold sponsored walks or other events to raise money for reputable organisations supporting refugees. In my school last year we had a multicultural day where every classroom picked a culture to celebrate. We learned about the country we picked and made a class presentation. On multicultural day the children could dress in clothes of their culture and bring food of their culture. The children absolutely loved this and they loved finding out about different cultures and traditions. Development Education can feed very naturally into school self evaluation because it provides evidence and a framework for looking at how well a school develops students as active, informed and responsible citizens.
A peer led Welcome Committee is a great idea to help new students settle into the school environment.
The topic I chose related to the Sustainable Development Goals is Climate Action. Children are affected by this at local and global level. We are currently seeing extremes in weather conditions with many parts of Europe ravaged by fires this summer. Climate change can make existing inequalities worse, particularly for children in poorer countries. As well as this children may experience anxiety, stress or fear about extreme weather and their future. I would encourage my students to take action in many ways. Firstly I would encourage the pupils to recycle both in school and outside of school. There are recycling centers around the country where people can take recycling material for a few euro as well as services like Mr Binman. I would encourage the children to conserve water by taking showers instead of baths, to turn off the tap while brushing their teeth etc. I would encourage them to keep lights off and plugs switched off where possible. I would also make them aware of the plight of children in other countries to promote empathy and to encourage them to do what they can to help climate change. I would encourage student led action projects to support ESD to 2030 and local action. Small projects are often more motivating than abstract sustainability campaigns e.g a pollinator garden, food waste reduction campaign, sustainable transport initiative or local biodiversity survey.
It is a good idea to have the children involved doing what they can to help climate change. This makes them more aware of the situation and something they will hopefully take into adulthood with them.
Gender stereotypes definitely affect children even from a young age. I completed an SPHE lesson in school last year based on stereotypes and every child in the class had the same answers. The questions asked were what colour is associated with boys and girls. How boys and girls react to getting hurt (girls cry, boys are brave), Favourite toys of girls and boys (girls =dolls, boys= footballs/cars). Its amazing that from such a young age children have views on what ways boys and girls should act and what they should play with etc. This stereotype might affect children in lots of ways. There might be a girl who is really good at football but doesn’t have the confidence to play as its ”for boys”. There might be a kind caring boy who when he grows up would love to be a nurse and help people but this job is perceived to be for girls. Development education methodologies can help combat stereotypes by encouraging people to question assumptions, understand different perspectives, and engage critically with global issues.
I totally agree with your comment about ‘silent rules’. Children are very conscious about what toys are for boys and what toys are for girls.
I agree with your comment that gender stereotypes make it difficult for children to express their feelings at times.
Development Education is so important now more so than ever. It encourages children to look beyond their own lifestyles and develop an understanding of how other people live. Children like them around the world have to deal with issues such as inequality, poverty, human rights, climate change, diversity and sustainability. It can encourage them to ask questions, consider different perspectives and think about possible solutions. It can help children develop empathy for others, critical thinking and a sense of responsibility. In my own teaching I aim to integrate development education across the curriculum rather than treating it as an occasional additional activity. We could read about different cultures in English, fairtrade in Geography, climate change in Science etc. I would encourage colleagues to incorporate development education throughout the school and to identify global learning opportunities within topics they already teach. A school wide focus would make development education a shared responsibility rather than something dependent on one interested teacher.
I agree with your comment that having classrooms that are now so diverse gives us a great opportunity to explore issues of social justice in our localities and in the wider community.
I agree with your point that development education is essential because it equips pupils with the knowledge of what is happening in today’s world. When they understand the injustices and challenges they can work collaboratively towards solutions.
I would involve my pupils in a creative arts project based on Lough Gur in Co Limerick, using the site’s landscape, history, archaeology and local stories as inspiration. The project will allow pupils to explore the area in an imaginative and hands on way. I would introduce Lough Gur through photographs, maps, stories and short videos. We will discuss what pupils already know about the area and look at important features such as the lake, the Stone Age settlement, the stone circle and the surrounding landscape. I would encourage pupils to ask questions and share their own ideas about what life might have been like there thousands of years ago. I would try get my class out to Lough Gur on a class trip to see all this for themselves. I will ask the pupils to create drawings, paintings or mixed media landscapes inspired by Lough Gur. They could use natural colours and textures to represent the lake, hills and archaeological features. They could also design their own prehistoric symbols or patterns and create a collaborative class mural showing Lough Gur in the past and present.
That is a lovely idea for a project and also make the children aware of the beauty of their own locality.
