Forum Replies Created
-
Posts
-
Children are profoundly affected by the Sustainable Development Goals (SDGs), as these global objectives aim to create a better world for future generations. SDG 1 (No Poverty) and SDG 2 (Zero Hunger) directly impact children’s well-being by ensuring access to essential resources, reducing malnutrition, and promoting healthy development. Quality education (SDG 4) enhances children’s opportunities, fostering cognitive growth and lifelong learning.
SDG 3 (Good Health and Well-being) targets the reduction of child mortality rates and the prevention of diseases, ensuring children grow up healthier. Gender equality (SDG 5) empowers girls, providing equal opportunities and combating discrimination. Access to clean water and sanitation (SDG 6) prevents waterborne diseases, crucial for children’s health.
As educators we can help the children we teach to understand how these issues impact on children globally and the part we can play in helping sustainability through our lifestyle choices.
You make a really valid point here Christine about children giving the ‘right’ answer at the end of the lesson. As teachers I feel that we can only do so much, societal attitudes particularly those in the home have a strong impact on children.
I have seen gender stereotypes manifest in pupils from a very young age, shaping their self-perception and interactions. In one classroom activity where the children were asked to draw pictures of people in various professions the children drew men as doctors, engineers, and pilots, while women were drawn as nurses, teachers, and homemakers. These choices reflect deeply ingrained societal norms about gender roles.
Development education methodologies can combat these stereotypes by fostering critical thinking and promoting equality. For example, incorporating diverse role models and stories in the curriculum can help students see a wider range of possibilities for both genders. Group activities that encourage collaboration regardless of gender can break down preconceived notions about abilities and roles. Encouraging students to question stereotypes and discuss their origins can build awareness and empathy. Ultimately, an inclusive and reflective educational approach can empower students to see beyond traditional gender roles and appreciate the unique contributions of all individuals, fostering a more equitable society.
HI Catherine, The concern debating competition is a brilliant way to encourage children to think a bit more deeply about global issues.
Ehigie’s (2021) paper highlights the importance of preparing students to address global challenges such as climate change, inequality, and conflict. It emphasizes the role of education in developing informed, empathetic, and proactive individuals who contribute to a sustainable world. This approach aligns with the principles of Development Education, which promotes awareness, critical thinking, empathy, and action.
Incorporating Development Education into my teaching involves integrating global themes across various subjects, encouraging project-based learning, and using diverse resources. For example, I plan to introduce projects addressing real-world issues and facilitate cross-cultural exchanges through virtual collaborations. Reflective practices, like discussions and journals, will help students critically analyse global issues and their roles as global citizens.
To inspire colleagues, I would encourage colleagues to engage with CPD on Development Education. Development Education can be included across many areas of the curriculum but especially as part of literacy, SESE, SPHE.
By adopting these approaches, we can nurture a generation of students who are not only aware of global issues but also equipped and motivated to make a positive impact.
