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I chose to look at the Sustainable Development Goal 12 – responsible consumption and production. In particular I would focus on reducing waste within my classroom context.
In general, this is a very relevant issue in our local community and in Ireland as a whole – therefore I think bringing it to light in the classroom would be useful for the students. The children could carry out a ‘waste audit’ where they could gather information from different classes regarding their choice of lunch containers. They could then enocurage the use of reusable lunch box containers and water bottles through posters, projects and small presentations at our school assemblies. They could then carry out another audit later in the year to compare progress. I think seeing first hand the impact they can make on reducing waste would be in invaluable lesson as it would show them that meaningful action can encourage change. It would also prove to them that even small actions within our school can have a positive effect on global environmental changes.
I agree with what you have said Síofra about children’s beliefs around stereotypes not being influenced solely by the school environment but also by social media, their family and friends. It’s important as you said to ensure that we don’t reinforce those stereotypes ourselves and are making small changes to create a more inclusive classroom.
Having taught in an all-boys primary school for the past number of years, I have seen how gender stereotypes can influence children’s behaviour from a young age. Some boys are reluctant to express their emotions when they are in the blue zone of regulation or participate in activities such as art or drama because they worry these interests are ‘not for boys’ and believe only subjects such as science or PE are. These attitudes often reflect messages they receive from society rather than their own individual preferences.
By using methodologies such as books with diverse role models during Development Education, it encourages students to question these stereotypes and develop empathy and respect for others. It would help boys in my school for example to better understand that interests, emotions, and abilities are not defined by gender.
From an SSE perspective, schools can use pupil voice and classroom observations to reflect on participation and inclusion. This can then help us to take action and begin to introduce programmes or workshops that promote equality and challenge stereotypes.
Susan, I also found my definition of Development Education changing throughout my time spent on this module. I think it’s interesting to reframe our definitions of what it is, as we move throughout this course. Like you I am excited to learn more and bring that into my classroom in the coming school year. In particular I hope to help the children to become curious, ask questions and aid them in understanding why inequalities exist as you have mentioned.
After reading this article ‘The Role of Global Citizens in Today’s World’. I was reminded that education has a critical role in helping our students to become active global citizens as it aids them to see how their actions can make a difference even in small ways. Rather than just providing the children with information around Development Education through direct teaching, we can encourage students to recognise different perspectives, reflect on what they value themselves as citizens and how they can make change for the better in our society. In my teaching I would like to try to integrate Development Education across the curriculum in subjects like SESE and SPHE rather than teach it as a separate topic. By using real-life case studies, project based learning and celebrating international awareness days I believe I could further foster children’s interest in Development Education. To encourage other colleagues to integrate Development Education I could set up a resource sharing file on our school’s Google Drive and collaborate on projects at class levels. Having whole school events around international awareness days could help to encourage colleagues to engage in the topic. This also corresponds with School Self Evaluation as it can help my school and others to identify how effectively they are promoting inclusion, and active citizenship.