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This is really interesting, Ellen. Home learning really did open our eyes to life at home for some of our students.
As I have mainly taught in the senior end of an all boys school, a common gender stereotype that occasionally creeps into conversations is that “boys don’t cry” or “only girls cry”. Particularly in the senior end, an open discussion around such notions usually always debunks or demystifies such stereotypes. Funnily enough, I remind them of the amount of footballers I have seen crying during a match. Allowing the children to think critically always challenges these topics by encouraging students to question and analyse societal norms and power structures, including gender roles. Using discussions, debates, and reflective writing can help students understand how stereotypes are formed and perpetuated.
For school improvement, I think gender sensitive language is a good starting point towards combating gender stereotypes. A whole-school plan could be devised on inclusive language, ensuring balanced participation and challenging stereotypical comments or behaviours in the classroom.
This module on Development Education has been very beneficial for me and it has reminded me of it’s important role within the curriculum. DE empowers students with the knowledge, skills, and values needed to understand and address global challenges such as poverty, inequality, and environmental degradation. It fosters critical thinking, empathy, and a sense of global citizenship, encouraging students to contribute positively to society.
As teachers, we can integrate Development Education by incorporating global issues into the curriculum across subjects, using real-world examples and interdisciplinary projects. In my classroom, I aim to create a classroom environment that encourages open dialogue and critical discussion on these topics, and try to relate topics to current affairs. To motivate colleagues, teach-meets or workshops teachers can be organised to share resources, and opportunities to collaborate on school-wide initiatives, such as themed days or service projects, that highlight global development issues. Encouraging a whole-school approach ensures that Development Education becomes a shared responsibility, creating a cohesive and informed community committed to fostering sustainable development and social justice. Looking for opportunities to integrate with the Global Goals would be of benefit to the SSE process.
