75 research outputs found
Multicultural Hong Kong: alternative new media representations of ethnic minorities
Racial and ethnic minorities experience misrecognition, prejudice and discimination in Hong Kong. In response to these challenges, multicultural education there aims to enable young people to recognize diversity in a more tolerant, open-minded way. Educators have been encouraged to not rely only on textbooks, but to include news and digital media in such teaching. This paper examines online media representations of diversity in Hong Kong in the context of multicultural education, focusing on Apple Daily (AD), a popular liberal Hong Kong news source. We analyze how AD represents ethnic minorities, contributing to the construction of a particular multicultural environment and identity among Hong Kong people. Despite its multicultural orientation, AD remains problematic as a learning tool. In relation we recommend that more alternative digital media be used to learn about diversity in Hong Kong. We give as an example the use of student self-authored digital texts during the Hong Kong Umbrella Movement, which enabled ethnic minorities to engage in performative citizenship. We identify a focus on multiple, self-authored perspectives as part of critical media literacy, which we regard as essential for young people to better understand diversity, in contrast to straightforward reliance on multicultural news sources
Transformando el aprendizaje servicio en la Educación para la Ciudadanía Global: el paso de lo afectivo-moral a lo socio-político
This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the ‘affective-moral’ to the ‘social-political’, drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls’s ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice.Este artículo trata de elaborar un modelo alternativo y habilitador de aprendizaje-servicio para la educación para la ciudadanía global (EpCG) que ayude a los estudiantes a relacionarse entre sí de manera más justa. Nuestro modelo enfatiza al estudiante-ciudadano global como un sujeto político autónomo, cambiando la preocupación por lo “afectivo-moral” hacia lo “socio-político”, aprovechando las ideas de justicia propagadas por John Rawls. Tres principios que utilizamos para reformar la EpCG son: 1) minimizar el interés propio en las decisiones morales; 2) respetar la diversidad de opiniones, el legítimo conflicto de intereses y el derecho a decidir; y 3) el reconocimiento de los demás como sujetos autónomos. Este modelo puede estructurar los intercambios Sur-Norte y Sur-Sur como alternativas a los modelos Norte-Sur y también puede ser útil para mejorar las dimensiones de aprendizaje-servicio de la ciudadanía a nivel nacional. El trabajo comienza con un análisis del aprendizaje de servicio para la EpCG y algunas de las oportunidades y desafíos encontrados en modelos de transferencia Norte-Sur que se usan comunmente. Después de eso, se discuten las ideas de Rawls sobre la justicia y los términos justos de la cooperación para la comunicación intercultural, y se trazan tres principios para un modelo alternativo para la EpCG. Cada principio tiene implicaciones educativas, aunque cada uno también plantea nuevos desafíos pedagógicos. El trabajo concluye con reflexiones sobre el tipo de ciudadano global que resulta y las implicaciones de nuestro modelo para los estudiantes, su visión del mundo y acciones para la justicia social
Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge
In recent years, Indigenous ecological knowledge has been receiving increased attention due to its potential to help address the devastating impacts of climate change and environmental degradation. Indigenous peoples in various contexts have become engaged in collaborative research projects with scientists and other experts to build environmentally sustainable societies. Environmental education has been another site for incorporation of Indigenous knowledge systems and ways of knowing. This paper presents one such programme designed by the Bunun Indigenous group in Taiwan to support environmental learning and reconnection with the natural world of their group as well as other Indigenous and non‐Indigenous individuals willing to participate. While the programme's objective is learning with and from the natural environment (the lessons that can be adopted by non‐Indigenous groups), its other objectives include re‐building and strengthening Indigenous identities, cultures and ways of life, and potentially contributing to decolonisation of settler societies and reconciliation between groups
Knowledge Exchange During the COVID-19 Pandemic: Case Studies from Low- and Middle-income Countries
This report presents case studies of knowledge
exchange projects implemented during the COVID 19
pandemic by University of Glasgow researchers. It
highlights good practices, approaches and online
tools to conduct research remotely and ensure active
engagement from stakeholders
Using arts-based methods to engage with youth and other vulnerable populations
Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds, including vulnerable populations. In this presentation, we will demonstrate the methodological potential of a structured arts-based workshop and reflect on its effectiveness in collecting rich data with young people
Visions of Peace: How Youth in Scotland Define Peace and What They See as Their Role in Sustaining Peace Locally
This paper will showcase how young people in Glasgow (Scotland, United Kingdom) define peace and justice, what it means for them to be a peacemaker in their local community, and what commitments to peace and justice they, personally, desire to make.
Although the UK has a very high overall score of positive peace (ranked 18 in the world), the past years have seen marked deteriorations in grievances between groups, exclusion by socio-economic group, rule of law, freedom of the press, and level of trust in governments (Institute for Economics & Peace, 2022). In addition, when defining peace as the absence of violence or fear of violence, Glasgow is rated as the least peaceful major urban centre in the UK and the most violent in Scotland due to, primarily, gang and knife crime as well as extreme health inequalities (Institute for Economics & Peace, 2013). At a more micro level, for many young people in the UK, including in Scotland, spaces that they spend most time in – school, home, and community – continue to be unsafe as they experience marginalisation, violence, and conflict of different types (Ogunnusi, 2006).
In such context, peace education is key to equipping youth with knowledge, skills, attitudes, and competences to lead peaceful lives and contribute to building and sustaining peaceful communities. In Scotland, where the voting age is 16, children’s rights, youth engagement, and political literacy are essential responsibilities of the education system. And yet, Scotland’s Curriculum for Excellence, a single curriculum for students ages three to eighteen, has been found to be lacking dialogue on positive peace and tools for nonviolent conflict transformation (Standish & Joyce, 2016). This paper is part of a larger project that seeks to holistically incorporate peace education and peacebuilding citizenship into all aspects of formal education in Scotland and across the UK: the written, taught, learned, and evaluated curricula, teacher education and teacher professional development, as well as teacher practices.
Our work is guided by Critical Peace Education (CPE). First, drawing on Bajaj and Hantzopoulos’s (2016) conceptualisation of CPE, we paid close attention to local realities and local conceptions of peace by focussing on local youth voices and perspectives, including youth of disadvantaged and marginalised backgrounds. Second, in line with CPE, we sought to “empower learners as transformative change agents” (Bajaj & Brantmeier, 2011, p. 221) who critically analyse social inequalities and injustices and engage in practices that increase societal equity and justice to build lasting peace (Zembylas, 2018). In particular, we did it by creating space and giving young people tools to reflect on and determine how just and peaceful their communities are and how they can contribute positively to their communities and the world by “transforming conflicts and altering structures to affirm justice” (Bickmore et al., 2017, p. 283).
We relied on three activities to achieve our objective. Our participants were secondary school age young people ages 12-18. The activities took place in two areas of Glasgow to engage, separately, young people from a wealthy area and a disadvantaged and marginalised area of the city. First, before the participants joined a group activity, they had a data walk about peace and justice. As they walked towards the room, they viewed posters depicting global, regional, national, and then local issues related to peace and justice, and were asked to complete a short reflection afterwards. This activity prepared them for a subsequent arts-based workshop. We conducted six interactive, two-hour, arts-based workshops to give voice to a local youth perspective. The workshops were facilitated using drawing and storytelling techniques to develop an understanding of perspectives from the community/local area about peace and justice. The final activity was a reflection wall to explore what it means for local young people to be a peacemaker. The reflection wall included papers with prompts such as “Peace is…”, “I take a stand for…”, “I imagine the world…”, and others. Each participant was asked to complete at least one of these prompts with their views, opinions, and commitments. The data were analysed using six phases of rigorous thematic analysis (Nowell et al., 2017): familiarisation with data, generation of initial codes, searching for themes, reviewing themes, defining, and naming themes, and producing a report.
In our paper, we will present what peace and justice mean for youth in Glasgow and how they envision their role in building and sustaining peace and justice in their local communities and beyond. We will discuss the differences and similarities in conceptualisations and actions between young people of different socio-economic and geographic backgrounds. We will also reflect on the opportunities, challenges, and limitations that this type of engagement offers in order to “enhance transformative agency and participatory citizenship” of young people (Bajaj & Brantmeier, 2011, p. 222)
Learning for global health in cities - Community resilience and the strengthening of learning systems. CR&DALL Working Paper WP1101/2024
This paper investigates what the COVID-19 pandemic has revealed about the resilience of cities’ communities and learning systems. In terms of community resilience, it explores issues of multi-sectoral planning as well as bottom-up citizen and NGO/CSO led practices and topdown policies and practice from national governments and regional/municipal administrations.
Regarding learning systems, this account focuses on the roles of local government, formal (schools, colleges, universities) and non-formal institutions of learning, including IGOs and NGOs/CSOs within the youth and adult education sectors as well as the learning in the workplace and initiatives coming from businesses and foundations. It considers the ways in which these actors have worked both independently, and together in networks of to ensure continued provision of pre-existing formal and non-formal learning during the crisis.
It also considers innovations, many collaborative between stakeholders, that have emerged during the pandemic, particularly with regard to the use of new technology, technology transfer and informal learning directed towards awareness raising and public health education. The paper is illustrated through case studies with a particular focus on municipalities that have declared themselves learning cities. A series of challenges for all actors and recommendations are made
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