Reflection 1 – Cleveland District State High School.
Responding/Reporting
High school students are constantly being told to think about what they want to be by their teachers and parents. However, not everyone knows what pathway they want to take at the age of sixteen. Programs like Deforest Action take students who want to know more about the world they live in into places where communities are fighting for their lives (Henkel, 2012). Students are given the opportunity to experience first-hand the issues they see on the news, and this is when they begin to realize that they are often a part of these global issues and that they need to act.
Relating
As a Year 12 student, in 2017, I was asked by teachers, “What do you want to do in the future? What university do you wish to attend? What courses do you wish to be a part of?” I began researching tertiary courses and I asked friends and family, “What job do you think will suit me?” However, I never felt like I got an informative response. I was seeking guidance. I needed a program like Deforest Action, to help me figure out what I wanted to do with my life and what steps I needed to take in order to accomplish my goals.
Reasoning
The Deforest Action program allows students and teachers to have first-hand real-world experiences. Students are given the opportunity to stand in a rainforest and collect data and information about their surroundings. This is a much more effective learning experience than having a teacher stand at the front of the classroom explicitly teaching the class what a rainforest is. Programs such as this guide students and teachers towards becoming better global citizens, and informed learners as they broaden their knowledge, understanding, values, and skills required to be engaged in this interconnected world (Curriculum Corporation, 2011).
Reconstructing
As a pre-service teacher, it is now my goal to encourage students to take part in programs like Deforest Action, to allow them to have the opportunity to explore the world they live in and ignite a passion that will direct them along a pathway to their ideal job or vocation in life.
As stated by a student from Cleveland District State High School (2018), “Variety is what we need in the classroom”. I want my future students to progressively develop their knowledge, skills, and behaviors that will support them in becoming active and informed global citizens. Ideally, students should be coming back from these programs knowing what they want to do in this world, and how they can positively contribute to society and the environment in which they can live in.
Reflection 2
Responding/Reporting
Ken Meyers, the CEO of Refugee Connect, shared his views on Refugees and gave us an insight into what life is actually like for people, not just what we see on social media. A key point that stood out to me was the topic of the child refugee crisis. Prior to this workshop, I experienced a great deal of confusion about this topic because of my lack of knowledge. However, with further research, I now know what the child refugee crisis is, and I am more confident in what we as a community need to do to help these children find peace and safety.
Relating
Meyers has definitely opened my eyes as I have realized that I am not an effective global learner, citizen, or teacher. I need to start thinking of this world as an extension of my home, where all global issues impact me, and that I can be part of the solution. Children should be playing in the playground with their friends, gaining an education, and having fun. They should not be restricted from having a fulfilling life due to violence, abuse, or political turmoil.
Reasoning
Studies regarding refugee children in exile show that the prevalence of emotional and behavioral disorders is high, with the most frequent diagnostic categories being post-traumatic stress disorder (PTSD), anxiety with sleep disorders, and depression (Fazel & Stein, 2002, pp. 366-368).
A vital aspect of care for refugee children in these situations is enhancing resilient behaviors in children; schools offer an excellent framework for this. Schools provide a place to learn, facilitate the development of peer relationships, and help provide a sense of identity for refugee children. In particular, schools can play a vital part in their social, emotional, and physical development, and act as an essential link with the local community for children and parents.
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Reconstructing
As a global learner, citizen, and teacher, it is my responsibility to provide a safe and nurturing environment whereby children can have the future every child deserves, no matter where they come from or what situations they have experienced. By donating or sponsoring a refugee child, I can support the opportunities that will assist them to grow up healthy, gain an education, and feel safe.
Reflection 3
Responding/Reporting
After teaching in Australia, Fiji, Cambodia and Ritszona, teacher and former QUT student Lauren Edmondson shared her experiences with the class about teaching around the world. Edmondson highlighted many important topics and gave great advice about teaching as a career. One point that resonated in my mind is that teaching abroad can be a force for good. It broadens one’s mind, develops cultural empathy, and gives people a better understanding of people and places on a global scale.
Relating
Growing up I was fortunate enough to live overseas for eleven years, be taken on family vacations, travel for sport, and to my relatives. I guess you could say the ‘travel bug’ was embedded in me from an early age. A characteristic that I share with Edmondson, is that whilst she was traveling, she never stopped learning. Each place she worked in had a new lesson she could learn from. Edmondson realized that she had become more flexible, learned a lot about behavior management, could effectively use ICT in any classroom, and had learned to adapt her pedagogy to assist her students. These skills Edmondson had gained by venturing out of her comfort zone, definitely inspire me to take a similar journey and become the best global citizen, learner, and teacher I can be.
Reasoning
When teaching and living in a different country, there are bound to be barriers such as cultural differences and language (Thyberg, 2018) to overcome. These barriers, however, can provide opportunities to really get to know your students and how they learn. Incorporating the study of different countries/cultures into your lesson plans will engage students and possibly connect with their own travel experiences and interests. Learning the language is also a great way of letting your students know that you are trying to connect with them and will allow you to communicate with parents and the wider community. Even if languages aren’t your forte, the students will see the effort you are putting in and will often be more engaged and motivated to learn.
Reconstructing
Teaching overseas is an excellent way to experience new cultures, and gain a new perspective on life. Teaching students of different cultures and using another language would be a fantastic opportunity because it connects people and places both inside and outside the classroom. Students from different nationalities will broaden their perceptions, values, and judgments. You will develop new skills about other countries and an appreciation for life. Teachers who have taught overseas often demonstrate flexibility and tolerance towards others and have more understanding of global issues and different environments.
Reflection 4 (Week 4) –
Responding/Reporting
In 2009, Senior Lecturer in Technology, STEM, and Global Education, Dr. Chandra, took a three-day trip to Fiji, where he went back to his old school. Dr Chandra described the school as being tired and rundown, the opposite of how I would describe my old school. Whilst reflecting on his childhood memories, he came across a familiar small space which was the library. Now, when one thinks of a library, one may imagine shelves full of books and rows of computers. However, this was not the case for this small local school in Fiji.
Relating
Growing up, I was privileged to have access to full shelves of relevant books and computers or laptops in my school’s library. These resources would always be new and readily available. Unfortunately, it never occurred to me that these resources played a significant role in benefiting my education. Knowing that students like me in other parts of the world have no access to such resources, inspires me to make a difference and ensure that they are not disadvantaged in their quest to gain a better education. As mentioned by Dr Chandra, “How can I develop a low-cost sustainable model for this school where students can readily access print and digital resources?”
Reasoning
Dr Chandra and his wife started to collect books and second-hand laptops. Dr Chandra spent his own money to be able to provide resources for students and assist in improving their education. He did this because of his personal philosophy which includes belief, value, and action.
Through this experience, Dr. Chandra has thought a lot about who he is. He has developed his cultural awareness and understanding and has built his personal and social capability. Being part of a project that is involved in bettering children’s education, is one way you can become a better global citizen. The work that Dr. Chandra and many others have done targets Goal 4 of the Sustainable Development Goals enacted by the United Nations. This goal of Quality Education “ensures inclusive and equitable education and promotes lifelong learning opportunities for all” (United Nations, 2019).
Reconstructing
Dr. Chandra has definitely made me realize that there is much more involved in being a global learner, citizen, and teacher. Opportunities can come when you least expect it. I may just be a pre-service teacher now, but I can also have similar experiences as Dr. Chandra and step out of my comfort zone to help students around the world gain the education they deserve. I can do this by seeking opportunities abroad that will improve not only my pedagogy and learning experiences but contribute towards creating an inclusive and equitable education for all children.
References
- Cleveland District State High School. (2018). [Video]. https://www.youtube.com/watch?v=TvuAatGpuQs.
- Curriculum Corporation. (2011). Global Perspectives: A framework for global education in Australian schools. Retrieved from https://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf
- Fazel, M., & Stein, A. (2002). The mental health of refugee children (pp. 366-368).
- Henkel, C. (2012). DeforestAction - About. Retrieved 5 October 2019, from https://dfa.tigweb.org/about/
- Save the Children Federation. (2018). What is a Refugee? Retrieved 6 October 2019, from https://www.savethechildren.org/us/what-we-do/emergency-response/refugee-children-crisis/what-is-refugee
- Thyberg, D. (2018). What Are the Benefits of Teaching Abroad? Retrieved 7 October 2019, from https://traveltips.usatoday.com/benefits-teaching-abroad-20960.html
- United Nations. (2019). Goal 4 .:. Sustainable Development Knowledge Platform. Retrieved 7 October 2019, from https://sustainabledevelopment.un.org/sdg4
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