Displays
Stand back, take a moment to look at
what kind of world is depicted. Do the
images present a balanced view? Is it a
mainly white, middle-class, able-bodied
and western world? Do the images
challenge or reinforce stereotypes?
Include a poster with "welcome" written
in different languages; use multilingual
signs around school.
Resources
When reviewing resources consider
how they portray the world. Do they
challenge us to question why the world is
as it is and take action for change?
Make sure books and teaching resources
focus on similarities between people
- not just exotic images that stress the
differences.
Curriculum content
A global dimension can be embedded
in every part of the curriculum, from
physical processes to persuasive writing,
from data handling to the Tudors.
Avoid the Eurocentric myth that white
Europeans are responsible for most
human achievements. Draw on help and
support from parents, colleagues, the
local development education centre and
the local community.
Ethos
How can we ensure the whole school
community values the global dimension?
Consider the school's banking, energy
use, waste and purchasing - especially
food. Make a commitment to democratic
and inclusive processes, from the
governors to the school council.
Language
Think about the words used when
discussing people and places. Do we
use terms that reinforce stereotypes?
By talking about "other people" we
are reinforcing the idea that "they" are
not "us". Do we only use words such as
"tribes", "primitive", "underdeveloped",
"uncivilised" or "ethnic" to describe black
people and their cultures?
Links
We all have links with people and
places beyond Britain. How can
these be used to develop pupils'
understanding of the world? Display
on a world map where relatives/friends
live and places pupils have visited.
Explore consumer links by asking who
produces our food, mobile phones,
clothes, shoes and household goods.
Experiences
Visits, visitors and artefacts offer
experiences to enhance the curriculum.
What do they contribute to pupils'
understanding? Visits and visitors can
make an invaluable contribution to the
global dimension. Do we assess their
impact with the same critical eye we use
for other resources?
Events
Go beyond festivals and celebrate
a wider range of key events - Black
History Month, Refugee Week, Fairtrade
Fortnight. Focus on individual countries,
rather than the whole continent.
Action
Do all members of the school community
know what they can do to make a
difference? Ensure Fairtrade tea and
coffee, snacks and fruit are always
available. Reduce, repair and recyle.
Develop a school garden to demonstrate
sustainability.
Source: Reading International Solidarity
Centre (www.risc.org.uk)