Current affairs and the IGC Award

[Boyd Roberts]

Recent events in Japan and Libya have led me to think about the IGC Award and our role in working with students as developing global citizens.

The Award is deliberately pitched to focus on the everyday lives and activities of students, in school, at home and in their lives in general.  It also focuses on areas where students can make a difference now, through their choices and actions.

The IGC Award cannot claim to incorporate all aspects of what is important in becoming a better global citizen, but chooses to focus on areas where students can work on their own, and with others, and begin to make a difference to the world now.

While quite a number of IGC Award participants will be studying in schools that have a student body representing different nationalities, simply working alongside people of different backgrounds does not mean that they necessarily develop a greater understanding of how people see the world differently. Understanding other outlooks and cultures encourages students deliberately to find out more about how other people see the world differently, by personal research, keeping their eyes and ears open, and by personal contact and interaction.

The everyday lives of all people associated with our schools have an impact on other people, including those who we never meet or will meet, and on the environment. Personal global footprint focuses on this aspect of awareness of being a global citizen – and encourages participants to consider any changes they may wish to make in their lifestyles and personal  spending choices to reflect their growing awareness of their impact on the environment and the lives of others.

Working with others is an essential attribute of effective “citizenship” – whether within the school, or in any of the communities of which we form part.

Recording and reflecting on change and development recognises the importance of students stepping back and considering what they have learned and found out from research and experience. It encourages them to consider how their attitudes are changing as a result of their engagement in the programme; how changing knowledge and understanding, and actions taken during the programme relate to existing awareness, opinions, ideas and thoughts.

The continuing tumultuous events in the Middle East, particularly now in Libya, and the devastating earthquake, tsunami and effects of damage to the nuclear reactors in Japan fill our news media. How should we address such events in schools – particularly with those students who have shown greater interest in global citizenship by choosing to join the IGC Award programme?

General ways of addressing current affairs

Some schools have a class where students find out about and discuss events taking place in the world. As there is so much going on, the choice of what to focus on is sometimes left to them. Some teachers or schools make use of homeroom / tutor group time to do the same thing. In some schools, assemblies are used to draw attention to events in the world at large.

Schools are not intended to train students as international affairs specialists, and there is no way that we have the time, resources, knowledge or skills to work comprehensively with students on all that is happening in the world.

Global citizens, younger or older, have to take some responsibility for keeping themselves informed about the world. But we can stimulate and encourage them. What we begin with students may continue for the rest of their lives. Although, within the time we have with students within school, we may provide opportunities for students to address current events and issues, it seems appropriate to encourage them to undertake research and to find out for themselves about some of the issues. Our role can be to help them with sources, and with developing the skills necessary to evaluate these. We can encourage students to reflect on how they feel about the events they are finding out more about, and any implications of the events for their own lives. We can offer opportunities for discussion. In some cases, but certainly not all, students may be encouraged or supported when they wish to consider taking some action to respond to a situation (for instance collecting funds to support relief work in a disaster or emergency; or taking actions to support or protest against what is ahppening).

Current affairs and the IGC Award

Keeping abreast of current events does not form a necessary component of the IGC Award – although there is a key place for personal research and investigation by students. This is for a number of reasons:

a)            the IGC Award is for students from age 11-18+, and it is most probably older participants only who would follow current affairs

b)            keeping abreast of the news and current events and issues is something that can readily be undertaken in groups and classes in schools – where the emphasis in the IGC Award is on the individualised, personal development by students

c)            the IGC Award encourages personal action, where appropriate, stemming from research and enquiry, and action in relation to news events is often inappropriate, unnecessary or difficult

d)            including current affairs as a necessary part may encourage an approach too much like that in the normal humanities classroom – and the IGC Award approach is different.

But there are ways we can encourage and enable students to engage with current affairs within the IGC Award framework –  rather than totally in addition to their IGC Award programme. Below are a few suggestions for activities that IGC Award participants can undertake individually or with others.

1.            Review news stories from different perspectives. For instance look at Western and Arabic or other media for coverage of the changing situation in Libya, and the different perspectives on the military intervention. (Understanding other cultures and outlooks)

A variety of different perspectives, particularly in opinion and editorial pieces, are provided by:

Aljazeera (http://english.aljazeera.net/) has a different perspective and includes Opinion pieces representing different cultural and political outlooks.

RT is a Russia-based media network http://rt.com/

People’s Daily, published by the Communist Party of China is available in English at http://english.peopledaily.com.cn/

These sites are available in a number of languages and provide opportunities for students to contribute to discussions (Advocacy, promotion or persuasion)

2.            After a disaster or emergency, find out more about the situation, give presentations to classes or at an assembly and raise funds for relief work (Working with others; Being good with money)

3.            Research and prepare a presentation about a current event, with different participants presenting different viewpoints, possibly role playing (Understanding other cultures and outlooks; Advocacy, Persuasion or promotion)

4.            Model UN participation (Understanding other cultures and outlooks; Advocacy, Persuasion or promotion; Active participation in decision-making)

Model UNs are held at regional, national and international levels. For an overview of the format and methodology visit http://cyberschoolbus.un.org/modelun/index.asp (rather out of date) or http://www.unausa.org/mun (general information, but detail relates to the USA).