Human Rights and Critical Modern Slavery This module critically interrogates dominant liberal discourse on human rights and modern slavery. Drawing on academic, popular and policy debate on human rights and case studies of phenomena that are deemed to constitute contemporary human enslavement - such as human trafficking, prostitution, domestic servitude, worst forms of child labour, forced labour and bonded labour in a number of sectors and regions - the module offers an opportunity to critically deconstruct the theoretical and political assumptions that underpin this discourse. The module ultimately aims to draw your attention to the deep connections between human rights and social, economic and political inequality on the basis of gender, class, race, sexuality, age and other identity markers under contemporary conditions of globalisation. Dissertation in Global Citizenship, Identities and Human Rights MA only You will undertake a supervised dissertation of 15, words on a topic of their choice subject to the approval of the course director.
Global Citizenship What is global citizenship? It is a way of living that recognises our world is an increasingly complex web of connections and interdependencies.
One in which our choices and actions may have repercussions for people and communities locally, nationally or internationally. Global citizenship nurtures personal respect and respect for others, wherever they live.
It encourages individuals to think deeply and critically about what is equitable and just, and what will minimise harm to our planet.
Exploring global citizenship themes help learners grow more confident in standing up for their beliefs, and more skilled in evaluating the ethics and impact of their decisions.
What is a global citizen?
A useful working definition, however, is offered by Oxfam: A Global Citizen is someone who: To be effective Global Citizens, young people need to be flexible, creative and proactive. They need to be able to solve problems, make decisions, think critically, communicate ideas effectively and work well within teams and groups.
These skills and attributes are increasingly recognised as being essential to succeed in other areas of 21st century life too, including many workplaces.
These skills and qualities cannot be developed without the use of active learning methods through which pupils learn by doing and by collaborating with others. Why is global citizenship education needed? But so too are the challenges. Young people are entitled to an education that equips them with the knowledge, skills and values they need in order to embrace the opportunities and challenges they encounter, and to create the kind of world that they want to live in.
An education that supports their development as Global Citizens. The active, participatory methods of Education for Global Citizenship and Sustainable Development help young people to learn how decisions made by people in other parts of the world affect our lives, just as our decisions affect the lives of others.
Education for Global Citizenship and Sustainable Development also promotes pupil participation in the learning process and in decision-making for the following reasons: Everything done in school sends out messages, so we need to exemplify the values we wish to promote. If we wish to affirm beliefs about the equality of all human beings and the importance of treating everyone fairly and with respect, we need to ensure that learning processes, and relationships between pupils and teachers, reflect and reinforce these values.
Research shows that in more democratic schools pupils feel more in control of their learning, and the quality of teaching, learning and behaviour is better. The UN Convention on the Rights of the Child affirms the right of children to have their opinions taken into account on matters that affect them.
What does it look like in the classroom? These issues are addressed in the classroom through a wide and evolving variety of participatory teaching and learning methodologies, including structured discussion and debate, role-play, ranking exercises, and communities of enquiry. Such active methods are now established as good practice in education, and are not unique to global citizenship.
Curriculum for Excellence has at its core a commitment to improved student participation in order to develop the four capacities: It is crucial to be aware that, far from promoting one set of answers or values or attitudes, education for global citizenship encourages children and young people to explore, develop and express their own values and opinions.
Always requiring too that they listen to and respect other people's points of view. This is an important step towards children and young people making informed choices as to how they exercise their own rights and their responsibilities to others.
It is also vital that teachers at all levels do not approach education for global citizenship with the feeling that they must have all the answers — impossible anyway in such a fast changing world. The role of the teacher is to enable pupils to find out about their world for themselves and to support them as they learn to assess evidence, negotiate and work with others, solve problems and make informed decisions.Bell Helicopter unveils a radical new concept.
Art. Sculpteur de la Vie. Global Citizenship, Immigrant investor programs / September 22, The true definition of a model global citizen, Lebanese-born international law and human rights lawyer, Amal Clooney’s recent Hollywood stardom shed indispensable light and.
the concept that would envelop global citizenship with the status and power (in an ideal world) currently associated with national citizenship. Since modern nation-states are the repositories and main expression of.
The idea of global citizenship is not new and it bases its origin to ancient Greece although the concept now seems to have a new face now.
Many institutions especially those of higher learning cite global citizenship in their mission to expand their services to other parts of the world; most institutions now have a program with “centers of. Global citizenship is the idea that all people have rights and civic responsibilities that come with being a member of the world, with whole-world philosophy and sensibilities, rather than as a citizen of a particular nation or place.
The idea is that one’s identity transcends geography or political borders and that responsibilities or rights are derived from membership in a broader class. Sep 26, · Not a Global Citizen yet?
Citizenship 'Don't Accept Our History Unraveling': Macron Urges World to Take Collective Action at UN By Joe McCarthy | Sept. 26, "Let's stop signing trade agreements with those who don't comply with the Paris agreement.”.
markstevejackberadoc page 1 developing cultural empathy and the living global citizenship agenda: the social role and impact of technology in supporting.