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Structural inequality is a huge issue globally and locally. Some of the facts shown in the lessons are quite frightening and highlight the need for action on a global level, such as the sustainable development goals. Educational disadvantage in Ireland affects a large number of children and families and can be linked to problems we have in this country such as housing and the rising cost of living. Unfortunately, without solutions to these issues, educational disadvantage will continue to take its toll. Many children are coming to school without a proper sleep, a breakfast and are engaging in sedentary lifestyles which affects their ability to learn. Furthermore, many parents might have had bad experiences of school and therefore do not see the importance of their children’s attendance in school.
Particularly in senior classes, I feel that we need to make the children aware of the structural inequalities and examine solutions and actions they can take, nurturing global citizens. Teaching the sustainable development goals and focusing on a few of them individually or as a whole class on one way we could encourage children to take action.
These stories look great! Will definitely use them in class. Thank you for sharing.Gender stereotypes and perceived gender norms can have a significant impact on children and on their well-being. From a very young age, children are exposed to gendered environments. There are assumptions made about the toys they would like to play with, the books they would like to read and the behaviour we should expect from them. If we can remove or at least limit these gender stereotypes in our classroom, we can create a more inclusive environment in which children can feel free to be themselves and explore without fearing judgment. I often observe the impact of gender stereotyping in my classroom. During playtime, I have heard children discuss which toys are suitable for boys and which are suitable for girls. Children also often label colours, books, occupations and sports as ‘for girls’ or ‘for boys’. Through development education, we can challenge these gender stereotypes and encourage our pupils to recognise and question perceived gender norms.
I agree with your statement that ” It encourages students to think beyond borders, understand interconnected global systems, and see themselves as agents of change. Ehigie’s emphasis on the “system of self” reminds us that education is not merely about systems and policies. It starts with cultivating values in individuals.”
In my opinion, exploring the notion of Development Education would be highly beneficial to any classroom or school setting. Children are now living in a world in which they are more exposed than ever to goings on around the world, largely due to access to internet, social media and television. In my experience I have noticed that because of this exposure, children are asking far more questions about inequalities and day to day life in other countries. For this reason I believe now is the time to really explore the concept of developmemt education to provide pupils with accurate information and to support them in their journey to become global citizens.
I teach Junior Infants and really like the lesson plan provided in this module on the topic of wants/needs. I think the tower building activity which highlights the different results produced in fair/unfair tasks would be a really interesting activity to try out in September.
That would be a lovely sentiment to empower pupils to feel they can make a positive difference in their own city environment.
In response to question one; describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I teach Infants in a school just on the outskirts of the city. I think the idea of ‘Design your own Dark Sky Place” would really appeal to them and their imaginations. It would be a great way to also incorporate many other areas of the curriculum; English, Art, Geography, Science. I would discuss with the children different ideas of what they think their dark shy should look like.
I would the use a shoebox as my base for our dark sky to create a 3D effect. Children could paint the inside to create their dark sky. Children would then be given a variety of materials to create their own individual version of their dark sky. Some scaffolding may be needed bu the concept would be that each child would have their own unique dark sky. Children could display these in the classroom and present the tom the class.
In relation to the question about how you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity I would introduce the topic by gathering any prior knowledge from the children about that the topic entails.
We would the apply any knowledge we have to our local area. My school is based just outside a major city however there are many grass areas and parks here.
I would give the children a checklist where they can explore the area and check off any animals, plants, anything they see relating to biodiversity. I currently teach infant so I would keep the activity simple and have visual cues to aid them.
I would then encourage the children to explore the different places light comes from and to see could we identify any things light comes from eg lamp post.
We would then explore how lights can effect us when we sleep and then talk about the effects these light may have on the local animals and wildlife.
This is a really good way to introduce the topic to the students by beginning with a class discussion on what they can see in the night sky from their homes.
I think thats a great idea that pupils could do a research project in their own homes as to how to take action to reduce light pollution and bring back the natural night sky.
Living in the countryside about 5 kilometers from a large town offers a mix of serenity and starry nights, but light pollution is becoming an increasingly noticeable issue. The glow from the town often permeates the night sky, casting a diffuse brightness that intrudes on the visibility of the Milky Way. This artificial light competes with the natural darkness, making it challenging to fully appreciate the stars. Additionally, outdoor floodlights around the house, activated by movement, further exacerbate the problem. These lights can be particularly intrusive when trying to stargaze, their sudden brightness disrupting the eye’s adaptation to the dark. However, on clear nights, especially during a new moon, the experience can be breathtaking. When the floodlights are turned off, the sky reveals its full splendor. The Milky Way stretches across the horizon, and various constellations and planets become visible in all their glory. It’s a stark reminder of what’s lost to light pollution. Efforts to minimize unnecessary lighting, such as using lower-intensity bulbs and shielding outdoor lights, could help preserve the night sky’s natural beauty
Thats a really good idea touse apps like “SkyView” or “Stellarium” to help us identify planets more easily.
Hi Grainne,
Thats a really good idea to create a plan using timeanddate.com for September which will show which planets are visible in the evening sky.
Create an observing plan for autumn that shows which planets are visible in the evening sky.
I would discuss with the children what planets could potentially be seen from Ireland and allow the children to explore this through researching books and online. I would ask them to gather and explore prior knowledge and add that to the research they carry out.
I would discuss with he children what the optimum weather factors to take into consideration- e.g. a clear night free from rain, fog, clouds.
I would discuss with the children the optimum location- e.g. away from obstructing views, lights etc
But also a location that is safe and where your not impeding on private property.
I would discuss and explore the different instruments that could be used eg a telescope, binocular, the human eye
I would discuss with the children what other factors would they to take into consideration. Eg safety equipment if out at night, food,shelter, adult supervision.
