Global citizens are willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. To elicit some understandings of this concept for our primary students we can foster understanding of world issues and a commitment to change, especially to the eradication of global poverty and inequality, which then may help them to shape a better future for the world and become better global citizens. However the primary school curriculum is sometimes seen as being fragmented and disjointed, with each learning area claiming its own place and time in the teaching program. Some learning areas dominate the curriculum, with an emphasis on skills-based approaches in order to comply with testing regimes. The notion of global citizenship seems at odds with such approaches. There are, however, important ways to integrate Key Learning Areas in an effort to develop some deep knowledge and deep understanding in students and connect them to their ‘real’ worlds outside of school. Primary students’ understandings of global citizenship can be enhanced and developed through an integrated curriculum approach and can assist students in connecting and improving their ‘real’ worlds. This paper will examine various perspectives on enacting being a global citizen and will consider how an understanding of this concept can be enhanced in primary school students utilising an integrated curriculum.
SEAA Biennial Conference with SASOSE Annual Conference. Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference (Adelaide, S.A. 19-21 February, 2010)