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Like many others, my local area has also undoubtedly seen the affects of climate change. Over the last number of years, there has been increased flooding in the river, which leads to damage of the homes of several students, as well as delays or blockages on roads around the local area. Most students do not remember a time when this was not a major problem in the local area. They respond well to discussions regarding these issues (e.g. storms occurring more often) and how they influence their lives.
As individuals, there are some actions we can do to slow down climate change. Firstly, reducing waste and water wastage is important. Secondly, counteracting climate change (e.g. planting more trees) is beneficial. And finally, raising awareness of climate change and this issue is also important.
I would incorporate these ideas into my classroom in a variety of ways. Children respond well to talk and discussion surrounding waste (e.g. school lunches). Circle times devoted to this area would be helpful, as well as physical goals and charts which the children can see. We can also make a difference in the school community, such as by planting trees, vegetables and flowers for pollinators in the school gardens, putting a positive angle on helping with climate change for children. Finally, I would encourage the children to be aware of the different protests and actions in the local area and cities which they can be a part of, to know that they can add their own voices to the awareness of climate change.
The Development Education modules on this course have allowed me to see that we can work with global issues at a local level. For example, teaching the students about global inequality, refugees, climate change, etc. and doing active lessons surrounding these issues give the children the critical thinking skills as well as knowledge to tackle these issues in their own lives. No matter how small the action, it makes some difference. Incorporating these modules into the school SSE opens up opportunities for this type of learning and discussions at all class levels.
I really like the idea of interviewing older family members regarding how weather patterns have shifted over time. This would allow the children to really see the impact which climate change and, therefore, changing weather can have in their own local areas and on the people in their families and communities. As well as this, it is a great way to link the curriculum areas of history and English with other subject areas such as Learn Together (Educate Together) and SPHE. I have discovered that children really respond well to active learning and meaningful homework. It also gives the opportunity to link their learning to home. This would be a great way to introduce and make families aware of what children are learning in school and carry on this discovery at home.
In my area of Dublin, there are several different English classes available for migrants. These are free and allow new arrivals to the community to integrate with those who already live there.
I feel that my students and I could get involved by creating English classes run by and for children. All of the ones which I can see involve mostly older adults helping in the local community. Relaxed social clubs where children can practise their English – perhaps integrated as an after school club. My school has a lot of children who speak English as a second or even a third language, so I feel they could relate to and support children who are learning the language. It would be great to do this in a relaxed and friendly manner. These could be mixed with other activities (e.g. sport, art, games) rather than a focus on formal language lessons, rather, learn by doing and promote friendships and kindness while doing so.
I agree that trauma-informed care for all staff would be extremely beneficial to support pupils in schools today. This would allow staff to effectively work with children from all backgrounds, including those who have migrated from countries – especially those who did not leave voluntarily.
I would focus on the goal of ‘Gender Equality’ as this is undoubtedly an area that would affect all children at both local and global levels. There are countless reports and stories of girls struggling to receive access to education and rights around the world. This discrimination is visible at a local level too, in different ways. For example, children are exposed to news reports surrounding gender based violence and issues with public figures (e.g. Conor McGregor) in Ireland. As covered in the previous module, these issues are also relevant for many children in their own lives and classrooms (e.g. when playing with toys and sports). Explicit lessons surrounding gender equality, for both boys and girls, as highlighted in the previous module would help to address this goal. The school could support this by creating sports teams as well as other clubs for both boys and girls, allowing opportunities for all children, from Junior Infants, to express themselves naturally and by putting a variety of books in classrooms (e.g. Julian is a Mermaid, Pink is for Boys, Malala’s Magic Pencil.)
I agree that this area is extremely relevant for all children in Ireland today. Your ideas about linking this current famine and hunger in Gaza to the history of Ireland is a great way to link both past and present, as well as local and international issues for the students in the classroom. I also really like the practical hands-on suggestions you have given to allow children to identify with and support the goal of ‘Zero Hunger’, as well as linking to and focusing on charities and organisations in the local area, such as St. Vincent de Paul. This would allow the children to see this goal in their own lives and in the local area, rather than as an abstract concept on the news. I agree that this would be a wonderful topic to focus on and teach about, especially for children in a third or fourth class level.
Unfortunately, gender stereotypes are still common today, even with young children in a junior classroom.
This starts during free play (e.g. girls like playing with dolls), but can continue to grow until children have solid and untrue ideas regarding what they can and cannot do, due to gender.
For example, this year in my classroom, a group of boys declared and continued to argue that girls just could not and should not play football. They were not even specific to the girls in their classroom or any problems they had with them on yard, instead they felt that as a whole, girls were not able to play football. I tried to ask different questions to encourage discussions surrounding this.
The girls in the class, along with another group of boys, defended that both genders could play sport. However, the original group of boys stayed firm in their belief that boys were better at soccer. With help from my SEN teacher, we covered gender and equality in SPHE lessons over the next few weeks. While I feel we made some progress, the gender biases are clearly already rooted in their young minds and would need lots of more work to fully undo.
As a school, the SSE could identify areas of need specific to that school (e.g. are there a wide variety of after school clubs available for both genders? Are we explicitly teaching gender equality?)
Hi Aoife,
I really enjoyed reading your response. I agree that in the past, even as a child myself, there was a seemingly greater emphasis on sports for boys and different hobbies (e.g. art, drama) for girls. It is great to see the progress made over the last few years, regarding extra curricular activities. In my school, there are also opportunities for children to become involved in STEM clubs, dancing, etc. which is wonderful as all children, regardless of gender, may enjoy other hobbies outside of sport. It is very encouraging to hear that this is happening all over the country.
Ehigie (2021) makes several important arguments, highlighting why Development Education is important in the primary school classroom today.
Firstly, it is explained that all humans are members of a ‘global family’. Therefore, we all have an innate connection, as well as a natural need to help each other and assist those in less fortunate circumstances than ourselves. Development Education gives students the tools to work with each other and with those around the world. Aside from this, Ehigie (2021) also highlights that ‘a lack of knowledge…can open doors to unhelpful ways of thinking’. When one is not educated in different matters, they are at risk of forming negative and biased opinions about them (e.g. refugees). In order to be a global citizen, and prevent this stagnant way of thinking, Global Development Education is necessary.
There are different ways which I would include Development Education in my own teaching. I feel that it is important to teach to the particular group of children you have in front of you. Therefore, I would plan my lessons according to the interests and needs of my current students, as well as working with any gaps in their knowledge and education. At primary level, I would try to use games and active learning to teach these (e.g. diamond 9 ranking in groups).
I would encourage my colleagues to incorporate Development Education into their teaching by asking to and offering to share resources, such as picture books, and ideas such as games. Starting off teaching a unit of work without any materials can be daunting, so working together to create a library or inventory would be helpful. The School Self Evaluation (SSE) is also an important tool to encourage Development Education. This allows us to see our areas of weakness and focus on them for future education.
Ashling, I like how you explained that you would encourage colleagues to plan by showing the linkage that this topic has with SPHE and SESE. As you mentioned, finding the time and area to fit the topic of becoming a global citizen and global citizen education into the average primary school classroom can seem overwhelming. However, taking a step back and brainstorming these allows us to begin forming lesson plans and topics for teaching these areas, as well as seeing the clear need for global citizen education in the primary school classroom. As a junior class teacher, there is still a definite need and importance for global citizen education, integrated through SPHE and SESE, as well as other subject areas such as visual art, drama and English. I also agree that the School Self Evaluation would aid in making Development Education a core aspect in Irish primary schools.