Our first input of Sustainable Development was diversity. I found this quite intriguing as I had little knowledge on the subject and was keen to learn more about the topic. In small groups we discussed the term sustainable development. We defined sustainable development as a way for people to use resources without the resources running out. I learned that much greater efforts must be put in by families and communities to reduce waste. Such as recycling, cutting down on plastics and using public transport.
We had two speakers come in from the Global Leaning Centre (WOSDEC) which was very informative. WOSDEC supports and encourages teachers to develop their skills in global citizenship. We learned that a global citizen is someone who is aware of and cares about and the world they live in. They take an active role in supporting the causes they believe in, and work with others to make a positive impact on their planet. They hold strong values such as a sense of identity, respect for people and human rights. They are able to develop skills such as critical and creative thinking and self awareness. The younger generations are influenced by many people in society such as their parents, friends and teachers. It is important as teachers we realise that young people are at the centre of our sustainable goals and it is our duty to ensure that we educate them about the importance of sustainable development. Education for Sustainable Development can help guide us to change our future. Schools can be the ideal platform for young people to experience and exercise what they learn in the classroom.
We were then introduced to the 17 global goals which were introduced in 2015 for a better world by 2030. All of these goals have the power to put an end to poverty, stop climate change and fight inequality. With the help of the global goals, we will be the first generation who can eradicate poverty and the last who can tackle climate change (The Global Goals, 2019). As teachers we are looked up to by children and are important role models in their life. We can help inspire them to make positive changes, in big and small ways by raising awareness of the 17 goals.
In science we got introduced to biodiversity. In groups we carried out experiments such as dissecting flowers, tracing plants and placing snails on different materials to see how it would react. This session was very interesting as it showed how fun and interactive science can be. From this session I also realised the importance of outdoor learning. It allows children develop collaborative-working and communication skills, develop reflective and inquisitive thinking and provides positive health benefits both physically and mentally.
The following week, our input was on cultural diversity. I have a strong interest in this area and was looking forward to the discussions and debates that it would create. When looking at Scotlands diversity statistics I was surprised at the results.
- 20% registered disabled
- 54% Christian,
- 37% no religion
- 1.4% Muslim
- 0.7% Buddhist/Hindu/Sikh
- 138 languages spoken
- Mostly Glasgow
- 20% registered disabled
- 54% Christian,
- 37% no religion
- 1.4% Muslim
- 0.7% Buddhist/Hindu/Sikh
- 138 languages spoken
- (Mostly Glasgow)
(Scottish Government, 2014)
We were then asked to stand up if we were able to speak any other languages. I was shocked when only 4 people (including myself) stood up. I informed my group that my second language is urdu. My parents are second generation, born and brought up in this country by immigrant parents, and although they spoke their native language at home the dominant language among their siblings and peers was English. As the generations have assimilated in this country the host language has become the dominant form of communication. To be fully integrated in this culture anything traditional such as native language and costume is not encouraged or promoted. It makes you feel like the outsider and as a child growing up you just want to fit in with the dominant culture. It is for this reason that I have never felt comfortable with my native language although I can understand and speak it. This input has helped me reflect on the importance of celebrating people’s language of origin. It should be encouraged and recognised as additional skill that will only enhance a person’s contribution within their family, their community and their place in the world. As teachers we need to embrace diversity. Teachers can have a very powerful role in helping children explore, be open minded and reflect on world issues in a non-judgemental way.
References
Scottish Government (2014) Summary Statistics for Schools in Scotland, No.5. [Online] Available: http://www.gov.scot/Publications/2014/12/7590[Accessed: 30 November 2015]
