My Way on the Worldschooling Highway

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Did you know there is a global community of families who call themselves ‘worldschoolers’?

For these families, learning while travelling and living in other countries is a primary way in which they meet their children’s educational needs.

Some families may ‘slow travel’ their way around the world and enrol their children into schools as they go, whilst others are full-time home educators who may or may not have a faster pace of exploration – or an entirely different method of exploring the globe, which I hope to describe in this article.

When I discovered the term ‘worldschooling’ about a year ago, it occurred to me that it was a very fitting label for my own family’s lifestyle.

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Lennon Wall, Prague, Czech Republic, January 2016

I was inspired to write this piece in response to a discussion I was party to in which it was assumed that worldschoolers are nomadic families who are on the road full-time.

I wanted to challenge that perspective – I say that worldschooling comes in many guises. I don’t believe full-time travel is a necessity and there are many ways in which you can explore global culture without even leaving your hometown.

I do believe worldschooling entails at least some first-hand experience of a different country each year, in the midst of plenty of global education in other forms – yet even that sounds arbitrary to me, especially knowing how my own family’s journey to the worldschooling concept has developed and how much of our journey has been moulded by chance rather than by design.

Full-time travel may well be the aim of many worldschoolers but there are many different levels of this educational philosophy – no definite border between ‘worldschooling’ and ‘not worldschooling’, no matter how many actual borders have been crossed.

So, without further ado, here are 10 ways I feel my family are full-time worldschoolers without being full-time travellers . . .

1) Taking every opportunity for a trip

By the end of this month (September 2016) we will be able to count 5 trips abroad in the space of a year. I think that’s pretty good going!

Our 5 trips cover 5 countries within 2 continents (Portugal, Morocco, Czech Republic, Greece and Italy).

Most of the travelling will have been completed as a single mum. In fact, I always used the excuse of being a single mother to stop me embracing the idea of travelling full-time – having now discovered just how many single mothers actually are travelling full-time with their children, I will have to drop that excuse!

All but one of our trips were organised just weeks in advance as we leapt on cheap fares and made spontaneous decisions to travel, and four of them were partly or wholly organised alongside other home educating / worldschooling families.

Whilst myself and my children keep a wishlist of places we’d really like to visit, we don’t turn down invites to places not on our list – we suspend expectations and are willing to take opportunities just to see what happens. This was certainly the case when visiting the Czech Republic in January (I’m usually a sun-seeker!).

We also follow the path our home education journey takes us on – our imminent trip to Italy was originally inspired by watching a documentary about volcanoes (cue chat about Mount Vesuvius, cue decide we should visit Pompeii, cue take next available opportunity to plan a trip there).

2) Hosting travellers through Couchsurfing and Workaway

We have been hosting fellow travellers in our home via Couchsurfing for over 5 years now. The majority of these travellers seek cultural exchange with locals, meaning there is ample opportunity to learn about other countries, cultures and languages.

If I combine our own trips with the sum of our hosting duties, we have spent approximately three-quarters of the past year in daily contact with people from other countries.

Our favourite guests to host are fellow families on Workaway. These families, whilst not necessarily following the same lifestyle as us, believe in the value of travel, cultural exchange and volunteering. They usually stay with us for at least a week, during which time we work communally – I benefiting from adult help, my children benefiting from live-in friends, and the guests benefiting from free accommodation and local knowledge. We have made some wonderful friends through this and some reciprocal invites to their homes in other countries.

3) Hosting language students

I put this in a different category to Couchsurfing and Workaway, as when I host language students I’m paid expenses for being a host mother to teenagers and children as young as 10. Suddenly being the responsible person for up to another 3 youngsters is an entirely different experience to hosting an adult Workaway guest who is there to help me out!

The tables are also turned somewhat in that we have to ensure our students get the most out of their time in the UK – the aim of their trip is to have an immersive language-learning experience, thus we must give them as much opportunity as possible to practice their English and learn about our life here: on the surface, it’s about their learning journey, not ours.

However, our experience of this so far has made a real impression on my kids. “Remember when those Chinese girls were here and …” still starts many conversations in our family. The nature of the students’ visit means that topics related to global education are always on the cards for mealtime conversation, said mealtime conversation often digresses into the students’ own language, and my younger children witness older children embarking on international travel without their parents.

4) Spending time with friends of other nationalities

My children are frequently exposed to other languages and cultural ideas when we spend time with friends of other nationalities. For those who have come from a significantly different cultural background, we see how one’s country of origin has a big impact on matters of hospitality, parenting norms, personal space and socially acceptable behaviour – the contrast can seem more evident in one’s own country when you are generally surrounded by your own cultural norms.

Perhaps the most topical issue to navigate as a mother has been that of parenting techniques – often a hot potato amongst friends of the same background, but all the more so when you recognise Western consumerist imperialism in modern parenting practices. In this respect, I have found myself denigrating my cultural background as friends of other backgrounds seek to emulate it (I’m thinking of traditional/biological norms of motherhood such as birth, breastfeeding and baby-care practices, and the consumer products and services that have been put in the place of a mother’s arms).

Yet openly making cultural comparisons with people I trust is like a petri dish that helps me observe and develop my own beliefs and mental scripts in a safe space (opposed to the influence of the ‘us vs them’ rhetoric that the mainstream media dangerously peddles to the masses). This is important as my beliefs could well shape my children’s beliefs, and how we communicate with some of these close friends also informs how we communicate with my daughters’ relatives in Morocco.

I hope my children can learn from these relationships and see that it really can be about making the most of our similarities as human beings rather than letting our differences come between us.

These relationships can be about finding the things that work in different cultural systems and creating your own personal culture around it – and being confident in your own identity actually makes it easier to figure out how you fit in to the wider world.

5) Of maps and stamps

This is basic but it keeps geography and travel at the forefront of our daily lives: we like putting maps on our walls.

Our living space is adorned with a large world map and a map of Morocco, and our kitchen with a map of Europe.

Our letterbox is often blessed with Postcrossing postcards, random but inspiring glimpses into the lives of individuals in other parts of the world. These cards are addressed to the children and usually include little bites of information about the card’s subject and tastes of other languages.

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Anyone can do this and for us it is a constant source of inspiration to actually go and see the world. When the postman keeps bringing you messages of hope that you will one day visit Michigan or Hong Kong or Prague (oh, we did that one!), it’s a constant invite and reminder to step outside our home comforts.

The world map planted a seed when FreeToBeP developed the desire to visit Russia just based on what he could see on the map. That seed has already started to sprout as we begin making contacts in Russia and I cost up a trip on the Trans-Siberian railway!

6) Raising mixed-race children

Our worldschooling adventure really began with a 2-year-old FreeToBeP and a fateful trip to Morocco. I now have two daughters who are half-Imazighen (the native people of North Africa).

I feel a deep responsibility in bringing up mixed-race children in a multicultural society that is at odds with itself; a society in which some people look with disdain upon anyone who cannot tick ‘White British’ on their census form. Identity is often a big topic in the lives of those born of two different racial backgrounds and it is with both honour and trepidation that I start to teach my girls about their heritage.

But what an honour! To have such a wealth of cultural discourse based upon bloodlines from two very different countries and cultures. Four-year-old FreeToBeZ is already very aware of her mixed background and it has led me into a deeper understanding about white privilege and subtle forms of racism, which will surely form the backdrop of many an informal home ed PSHE lesson.

Aside from these more sensitive issues, we also collect resources that could inform my daughters’ understanding of their paternal heritage as they grow, from Tamazight language resources through to modern anthropological studies of the Imazighen tribes (tentatively referred to as I am nervous of the sense of ‘othering’ and exoticising that these studies can smack of – something I am ever nervous of in my own accounts). These resources help me to clumsily fill in gaps that I keenly sense in their absence from the traditional mountain life that their father’s family lives.

My daughters are privileged with all the opportunity and freedom that a British birth certificate brings. Yet how sad I am for them that they cannot understand the unwritten stories of their ancestors that their ageing Imazighen grandmother can tell in a language that they do not know.

Rather than the sense of being “neither here nor there”, I hope my daughters grow into worldly women who feel comfortable in different settings – and may our worldschooling journey nurture that.

7) Exploring all the facets of your homeland

In order to get the most from our travels to far-flung places, I believe an appreciation of where we are from and knowledge of our own heritage helps. We may or may not be proud of our cultural heritage, yet knowing one’s self is often key to truly knowing what is outside of ourselves.

Travelling with true awareness of global concerns involves being aware of our own cultural history and the social capital we may or may not be privileged by.

With this awareness, as well as exploring the well-known icons of your homeland and its history, why not seek out evidence of other countries and cultures within it? There may be places of worship that are different to your own (if you have one), expatriates of other countries, people whose first language isn’t the same as yours, specialist world food shops, and public networks or events that support multicultural communities (examples in my area are the South West Dorset Multicultural Network and an annual Dorset One World Festival).

Now more than ever in a social climate in which casual racism seems to be rearing its ugly head, it’s important that we forge interfaith and intercultural links with people of different backgrounds.

Saying that worldschooling journeys must involve trips to countries other than your own ignores the richness of what you have been brought up around, especially in a diverse society such as ours. Yes, our dominant culture will always be the most obvious in our own homes, but there are people and places in your own country, town or even village who have much to teach you about the wider world.

8) Language learning

For language is not just about words and translation – the more you learn about language and linguistics, the more you realise how relative the world is based on the words we use and the way in which different concepts are expressed in different languages.

It is difficult to learn a language without also being exposed to cultural and religious concepts associated with that language, and (I find) without therefore becoming fascinated with those parts of the world in which that language is spoken.

My own forays into various languages has come as a result of our chosen destinations rather than preceding them, but the breadth of knowledge that an interest in language opens up is astounding. For example, did you know that there are over 6000 living languages in the world?

The world of languages and linguistics goes far beyond actually being able to speak another language, and travel can be a natural consequence of being fascinated with such subjects.

FreeToBeP is currently intrigued with Italian having decided that he wants “to play that game” I play on my phone – he’s referring to my Duolingo course. The advent of smartphone apps and online peer exchange have made language learning all the more fun and accessible, and can easily complement a worldschooling lifestyle whilst sat on your own sofa . . .

And to then put it into practice and learn a language in context on the move is perhaps the best lesson we can give our children about how language acquisition naturally works (no textbooks necessary!).

9) Plan a world adventure

We’re considering taking less frequent trips over the next couple of years in order to plan The Big One.

Although short trips to European destinations are well within our budget and other practical considerations, if I want to run with FreeToBeP’s Russian dream then we’re in for saving some pennies first – and if we’re going to book the Trans-Siberian railway, we should probably go the whole hog and take the route all the way down through Mongolia to China (China also being on FreeToBeP’s wishlist!).

Whilst the need to stay put and save up could feel like stagnation, the expectation of a trip flavours many of our family discussions. Planning for a long-distance trek could take months in itself.

We are currently packing for our trip to Italy and recent conversation has often turned to the language, food, sites and history of our destination – these discussions around our dinner table at home are part and parcel of our worldschooling life. The actual trip abroad does not exist inside a bubble, it is the culmination of a dream made real thanks to a period of research and planning.

Indeed, part of the fun is in the itinerary planning, and this is something you can let the kids loose on – thus when you arrive at your destination you’ll have a good idea of each family member’s hopes for the trip.

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10) Networking with other worldschoolers

As well as fellow travellers within our local home education circle, we make an effort to connect with other families in different locations who share a similar lifestyle.

As worldschooling families network and meet, more and more events are being organised especially for those following this way of life and a number of worldschooling communities are developing around the globe.

Earlier this year we attended our first worldschool event in Plitra, Greece. As a travelling single mother, these events have the added attraction of inherent friendship and support whilst losing none of the sense of adventure. Whilst I have the company of fellow parents, they are places where I can be sure that the children will also have peers to play and learn alongside.

We have learnt that distance and language doesn’t have to be a barrier to friendship as we build relationships with people in different parts of the world. My children’s social experience is often very different to those who spend their days in a classroom with 30 peers sharing the same age and hometown, but herein lies the heart of the worldschooling message – yes, some people live their lives very differently to us, but a different way doesn’t equal a wrong way.

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FreeToBeP and his sisters’ cousin in the Atlas mountains, Morocco

In conclusion, I hope these suggestions have gone some way to explaining how worldschooling is not bound by one set of rules and may look as different for each family as home education itself does (ah, and what of the experiences of those worldschooling families whose children actually attend school?).

I like to think that our family’s past year has been a comfortable middle ground – the excitement of travel tempered with the security of a home base. Part of me feels like we’re living the dream whilst another part lives vicariously through the blogs of families having a full-time, nomadic lifestyle which leads them to truly immersive experiences in far-reaches of the globe.

If you’re travelling the world full-time with your family, I’m in awe of you (especially if you’re doing it as a single parent)! But perhaps the next ‘worldschooling’ family isn’t there yet and are making the practical, emotional and logistical decisions and actions to get there one day.

Until that time, I believe they have every right to describe themselves as worldschoolers if that is their educational philosophy. With a zest for travel and a passion for meeting and understanding other people , you can’t go far wrong.

If this post has piqued your interest, it’s topics such as those found in my 10 Websites for Teaching Global Citizenship that keep me eager to see myself as a global citizen and keen to keep my children in contact with people of varied backgrounds – and to keep on exploring those varied backgrounds first-hand!

Please feel free to share your own perspective and experiences in the comments below – it would be wonderful to hear of other families’ journeys.

Educational Freedom Fighter

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Evangelos helping FreeToBeP learn how to ride a bike

 

Educational Freedom Fighter: An Interview with Evangelos Vlachakis, Plitra, Greece, April 2016

Home education is illegal in Greece, yet my family and I have just attended the Worldschoolers Spring Edventure in a small Peloponnese town, hosted by cinematographer Evangelos Vlachakis along with his family and friends at the Porto Grana Hub in Laconia – a place for home educating and worldschooling families to meet, learn, share and discover life together.

I interviewed Evangelos to find out more about his vision for educational freedom in a country in which such freedoms are restricted.

How did the Porto Grana hub come about?

There was an old restaurant available, so we had the idea to use it as a recreational space for kids. Since there was a very limted budget, we tried to renovate it on our own. We tried to combine it with my idea to bring homeschooling families into contact with my family, as I was very concerned about my daughter’s schooling and I felt that having some inside information from families who already homeschool would be beneficial to us. So, it really came about through the combination of having the empty space to use and wanting to research homeschooling.

Is there a strong community of families in Greece who would like to home educate and does anyone practice it despite it being illegal?

I’ve been involved in [researching home education] over the last 3 years and I’ve come into contact with many Greek families that are already willing to homeschool, and also with families that already do it or have done it. Some of the families are doing it underground and only two that I know of have been prosecuted for it.

Some families decide to move abroad in order to pursue a home educating lifestyle when it isn’t legal in their home country – is that something that you ever considered doing or was it always much more important to you to try to develop something in Greece?

I’d like to stay where we live as I think it’s the ideal place for kids and for families – we have the sunshine about 90% of the year and the countryside here is so virgin and unspoilt that it’s an ideal place to grow up. We don’t want to leave this place – on the contrary, I would like to invite families that would like to live in this kind of place to join us here! Foreign families who visit can legally homeschool in Greece – my thought is that on some level we can form a network of foreign and Greek families around Porto Grana and collectively try to lobby the government for a change in law.

So in what way do you hope this more ‘global’ network will help with the lobbying and in the format of home education you present to the Greek government?

I’m trying to gather information about how it’s done because, whilst many people here want to home school, we don’t know how it works in practice, and that’s why we like to come into contact with home educating families so that we have more insight into how you home school the children. This would be beneficial in our attempts to lobby the government in terms of forming a proposal.

Is it in any way difficult looking in on families from elsewhere who have freedoms that you don’t have or does the closer contact with home educating families give you greater optimism that it is possible?

Yes, first of all, I can see that it is possible. I believe what would help is to build a community first, because it helps the families that feel isolated and who need the company of others to support them. I think that building a community will be an ideal base for pursuing home schooling in Greece, and a community also serves the children to more easily interact with one another and develop community projects.

Is it something you’re optimistic could potentially happen soon (as your daughter is already 10 years old and compulsory education in Greece is just until age 15) or are you looking ahead at future generations?

Yes, I’m looking at future generations, it’s not only about my daughter – I would love to home school, but the community-based home schooling I envisage might take some time to happen; we are just at the beginning but I think we have a lot of potential to make it a reality.

It takes some people a lot to take action just for their own children in terms of trying to change a law, maybe putting up with something even if it directly affects them as “that’s the way it is”, so the fact that you’re invested in this is admirable – I think you’ve probably picked up on the fact that for most home educating families it’s a huge lifestyle choice and the freedom to home educate is interlinked with so many other freedoms and our autonomy in the world. Have you got a written plan yet?

Not as yet. My main concern is with forming a community, starting with having families stay with us for a little while. The reason I organise the worldschoolers’ events is for families to come together and be able to live in the countryside and experience how it is to live here – in the future I would like to form an eco-community of worldschooling families who will be the network of people who show the government how community-based home schooling might look.

So the events you’ve set up so far are an experiment to see who’s out there with a view to a future eco-community here?

Yes. We’ve already planned the summer event for June 23rd-30th [2016],and also plan to have autumn and winter events in September [2016] and January [2017].

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Evangelos with home educated children in the Porto Grana garden, preparing for mealtime at the Worldschoolers Spring Edventure

To find out more about the Porto Grana Hub and its events, please visit the website at http://www.portograna.wix.com/worldschoolers-hub and/or join the Facebook page here: https://www.facebook.com/portogranahub/

A Story of Hope: Palestine in a Picture Book?

A poignant yet optimistic look at how conflict affects children comes in the shape of A Child’s Garden: A Story of Hope, an Amnesty International-endorsed picture book by Michael Foreman.

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Today seems an appropriate day to feature this book, as it marks the first anniversary of the commencement of Operation Protective Edge, the 2014 Israeli offensive against Gaza – and the anniversary of my realisation of how ignorant I was to the history and politics of the Palestinian campaign.

Yes, I’d often observed the ‘Free Palestine’ posters over the years and the issues spoken of in the mainstream media were at the periphery of my awareness. Yet, really, I was uninformed and uninterested for a long time – it’s a sad fact that the amount of causes to campaign for and injustices out there mean we cannot lend our attention and time to everything that may deserve our recognition. And, in truth, certain issues tend to resonate with us more than others.

Yet last year, largely due to following independent press such as Scriptonite Daily via social media, I suddenly became aware of the slow genocide of the Palestinian people. Watching a live stream of a journalist reporting from within Gaza as air strikes took place and she conveyed the horror of hearing children screaming in the streets below, it became more than ‘just another news story’.

Then I picked up A Child’s Garden during a browse of the children’s picture books in our local library. Although no specific conflict was explicitly mentioned in the blurb, it seemed to me that the inspiration was the issue of Israel-Palestine. The illustrations appeared to allude to Palestine for many reasons: one group of people clearly in a position of superiority over another; white-washed high-rise blocks looming beyond wire fencing; families living amidst rubble in a situation of oppression and segregation; people dreaming of their return to hills dotted with date palms.

It was very evident that the issue at stake was the repatriation of land.

I found this book both disturbing yet hopeful. For, indeed, what have the Palestinian people got at the moment without hope? The alternative is too sickening to contemplate, and especially at the hands of a group of people who were themselves persecuted by a regime bent on ethnic cleansing (whilst not all Israelis are Jews and not all Jews are Zionists, et cetera, let’s not forget that the State of Israel was officially created after millions of Jewish people were killed or displaced by the Nazis – and that the topic of this post renders me immune to Godwin’s Law!).

The book reminded me of the character and fortitude of El-Phil, a vibrant Palestinian villager in Emad Burnat and Guy Davidi’s documentary, 5 Broken Cameras. Amidst the chaos, uncertainty and tragedy, there was still something or someone who could raise the energy and raise a smile, a child-like need to play in spite of the pain. There is also more than a hint of defiance – and the awareness that the alternative to hope is utter despair.

Illustrated to drive these points home, the symbols of peace and hope sit vibrantly in colour against a background of grey; the green and seeking tendrils of creeping plants teasing the fences, the rainbow wings of birds knowing the freedom of the skies. Through children and nature, differences are diminished and our true birth-rights brought forth.

A Child’s Garden was a thought-provoking yet gentle means by which to continue a conversation with FreeToBeP about war and oppressive regimes. The book works on many levels without introducing issues or images that are too harsh to present to a child, allowing parent and child to set their own tone for discussion. There is no bloodshed and no death, yet there are walls, sadness and segregation. The hardships of families living in war-torn countries may be softened but the emotiveness is not lost  – personal loss is conveyed through the brutal removal of a lovingly-tended plant rather than the heart-breaking bereavement of beloved kin.

Call me naïve but the very fact that this issue can be so carefully and appropriately portrayed in a ‘mere’ picture book speaks volumes about the nature of war and peace.

The answer is simple if only we value other members of the human race. Is that really so hard to do?

Peace and freedom are natural states craved by the scarred yet innocent children in this book. There is a simplicity many of us would do well to emulate: the children do not wish to engage in complex politics about Zionism or Hamas or the IDF, they wish to engage with the land of their forebears.

Likewise, I won’t pretend to know all the politics but what I do know is that something which, technically, holds millions of people hostage whilst systematically stealing their land and slowly killing them off is not a situation a fellow human being should tolerate.

We know the big players are generally corrupt and do not necessarily stand for the wishes of the civilians. We know our own government pays lip service to peace-keeping as they simultaneously trade weapons or engage in wars that result in untold amounts of ‘collateral damage’ (talk about dehumanising – in layman’s terms, that’s the murder of innocent civilians).

Whatever Hamas or the IDF do, it is not a simple narrative of ‘good guys’ and ‘bad guys’. Even as Israeli MPs demonise unborn Palestinian children, there are Israeli human rights activists fighting for the interests of people living in Gaza and the West Bank. As pro-Palestine campaigners are accused of anti-Semitism (in secular countries no less!), alongside them exist Jews against Zionism. For as many people who believe in the two-state solution there are probably just as many who don’t; those who will never recognise a Palestine and those who will never recognise an Israel.

Hence, we could go around in circles with the politics, just as the conflicts and ceasefires do. The crux of the matter is that there are thousands of innocent families being forced from their homes with nowhere to go, children forced to grow up in a blockaded war zone without even hope of escaping to the loftier status of asylum-seeker. Children like yours or mine who just happen to have been born in the wrong place at the wrong time.

Some of those children will, with enough misery and pain to fuel their righteous anger, go on to be the vengeful extremists of the future.

Some of those children will, with enough empathy and passion to fuel their righteous anger, go on to be the peace-makers and peace-keepers of the future.

So, let’s at least stop feeding our own children stories about ‘us’ and ‘them’, about the ‘need’ for armaments and war. The world is already quick to tell them this.

Let’s instead teach them to see the humanity in everyone, irrespective of their nation, religion or culture.

Let’s teach them to seek information beyond what the BBC tells them.

I don’t want my children to grow up in fear and suspicion of the world, but I do pray that they see the people rather than the propaganda, that they think about making the world better rather than making do, that they recognise small ways to help make big differences, and – as per A Child’s Garden – that they give thanks when hope and simple pleasures sustain the dream of freedom.

And, in time, may that dream of freedom come true.

Learn more? Links below:

Palestine Solidarity Campaign

5 Broken Cameras

The Parkour Guide to Gaza

10 Websites for Teaching Global Citizenship

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In the age of globalisation, citizenship has become a hot topic for educators – from national citizenship lessons specific to a child’s country through to the more inclusive realm of global citizenship.

In a country such as the UK, there are many things people take for granted that those in other countries cannot (from material goods to human rights) and it is important to equip the next generation with the critical thinking skills to see the bigger picture beyond our own culture and borders.

The following 10 websites for teaching global citizenship are full of activities and resources about world culture and important global issues:

Kid World Citizen

KidWorldCitizen

I find the KWC site fun, friendly and comprehensive. There is a vast array of hands-on activities in order to learn about different cultures from the comfort of your own home, as well as family travel advice for seeking first-hand experiences in other countries.

Whether there’s a particular country or specific celebration you hope to explore or you wish to browse a general subject such as language or geography, you can find something on here which helps bring cultural studies to life.

Oxfam

Oxfam

Oxfam have a wealth of resources relating to many of the big issues facing the world community.

The Resources page allows you to search by age, topic, curriculum subject, country or activity type.

With topics ranging from climate change to conflict, development to diversity, and refugees to rights, there’s a huge variety of issues to recognise and explore.

Global Dimension

GlobalDimension

This is aimed at teachers yet has a huge array of resources and links – their list of topics is inspirational in itself! Many of these resources are free and cover up to date events, such as the 2014 attacks on Gaza.

Children can learn about global issues through browsing their favourite curriculum subjects or by choosing a specific issue facing the world community.

Education Scotland

EducationScotland

Based in Scotland yet truly global, this has a wealth of ideas, information and resources for approaching global citizenship and international education. Its blog and calendar are up to date, making it a great site for informing yourself about current affairs.

This site is a bit on the ‘dry’ side for looking at with younger children, but there are plenty of conversation starters – even just thinking about their definitions of terms could provide enough material for a learning session:

Education for citizenship encourages taking thoughtful and responsible action, locally and globally. – Education Scotland / Foghlam Alba

International education helps to prepare young people for life and active participation in a global multicultural society. – Education Scotland / Foghlam Alba

Oh, and giant panda lovers click here.

My Learning: Citizenship

MyLearning

The Citizenship page of this site features plenty of resources for researching both local and global concerns, particularly for primary school aged children.

When looking at human rights, slavery and discrimination you might want to explore the Global Citizens – Make An Impact! resources. For learning about women’s rights, the From Suffering to Suffrage page may prove useful.

Global Footprints

GlobalFootprints

Yet again aimed at schools, the Global Footprints website by the HEC Global Learning Centre nonetheless looks to be a handy resource for exploring global community, whether in a classroom or at home.

Their classroom page includes a number of activities for getting to grips with global issues via literacy and numeracy lessons, with many key topics being explored alongside the 3Rs.

Traidcraft

Traidcraft

The Traidcraft website provides a number of activities for looking at the issue of fair trade with children and young people. From group assemblies to competitions, there are a variety of ways to get kids engaged with the topic of fair trade.

Including many seasonal activities, the most relevant as I post this is their Easter page, featuring an Easter egg hunt with a difference!

Picture My World

PictureMyWorld

This site is the face of CAFOD for children (CAFOD being the Catholic Agency For Overseas Development); whilst I automatically link such organisations to missionaries and conversion efforts, I believe this can be a talking point in itself, leading onto topics such as secular society, and the links between religion, race and culture.

On this site, children are invited to learn about life in other areas of the world through looking at photo diaries of other children. It also draws attention to issues such as world hunger and the need for clean water.

Global Kids Connect

GlobalKidsConnect

A US site aimed at school classes, this site nonetheless has useful information about what it means to be a global citizen, with ideas on how to encourage cultural exchange and philanthropy.

With an emphasis on the lives and culture of children in other parts of the world, this gets kids thinking about what it means to be a child in a different country – or even someone in your own community with a different background.

British Red Cross

RedCross

The Red Cross provides a broad range of issues to explore which can be browsed by topic or school subject. Featuring current news headlines such as ebola and migration, it also looks at citizenship issues closer to home – from day-to-day kindness through to emergency situations.

Browsing the activities on this site, the practical and emotional concerns of people during crises are clearly evident – the shared experiences of all humanity brought to the fore.

 

I hope this list gets you off to a flying start with your family discussions about the human family!

Do let me know what you think of the sites listed and whether you successfully make use of any of the resources they lead you to.

Book lovers – if your children’s appetite for global citizenship education has been whetted, the following titles may be of interest (FYI, these are Amazon affiliate links):

GrowingUpGlobal

iftheworldwereavillage

weareallbornfreewhoeveryouaredreamsoffreedomihaveadream

Raif Badawi: A Lesson in Human Rights

free raif

Yesterday evening we attended a touching tribute to Raif Badawi, the liberal Saudi blogger who is in the midst of a sentence of floggings and imprisonment for daring to speak his mind.

Having found out about the candlelit vigil late in the afternoon, the children were given little warning of our unusual evening outing to Weymouth Pavilion. Yet they approached the small crowd beside the theatre in good spirits and were cautiously intrigued by the flickering flames. One attentive lady soon assigned FreeToBeP the task of keeping the candles alight as a gentle sea breeze ensured the steady snuffing out of the many tealights.

My children may not have understood why we were there, but their presence seemed poignant. It was one of those moments where I can understand (if not agree with) people who don’t wish to have children due to the sort of world that they would be being brought into.

FreeToBeP and FreeToBeZ both adopted a natural reverence – whilst they may not have fully appreciated the occasion intellectually, they certainly seemed to intuitively.

Initially, it appeared difficult to know how much to disclose about such a case as Badawi’s to a child – I don’t want to wrap my kids in cotton wool, yet equally don’t want them fearing that the world is a cruel place. But, really, the explanations came naturally and in a language that FreeToBeP would understand.

I gently explained that in some countries, people can be punished for doing exactly what I do: expressing opinions publicly by way of an online blog and encouraging people to share information, think outside the box and question life, the universe and everything.

I gently explained that this man has children who know their daddy is being hurt, and that it’s important to try to free him so that he can be reunited with his family.

I gently explained that we were attending to show that we care about other human beings and don’t agree with people being treated cruelly, that when we know someone is being mistreated we must speak out against it.

Somewhat black and white explanations maybe, but more than sufficient for a six year old who is at liberty to ask further questions if my initial words don’t suffice.

I hope that by attending such events, I’m not merely focusing on the negative happenings of the world but showing my children how much compassion and hope there is between people despite the brutality of others; that through solidarity with our fellow humans – even a stranger in another country – we can affect change and our children will grow up to live that change.

The simple message was Yes, bad things happen, but good people rally together to make things better.

The children were a huge credit to me, FreeToBeP conscientiously being the flame-keeper and FreeToBeZ the observant bystander: both of them calm and contained and careful in both speech and action. I have no doubt that they, on some level, perceived the energy of the event and responded accordingly.

The general atmosphere was one of quiet respect – it was sociable, hopeful and yet suitably solemn. We were a fairly small gathering yet not insignificant – for if no one stood up in protest, the world would be a free for all in quite a different way to the one Raif Badawi calls for.

Yes, there are many atrocities taking place the world over – each and every day witnesses the suffering of numerous warzones and injustices against innocent people. But some stories captivate the collective consciousness more than others (or someone tell me this is due to media spin!) and call on us to respond, to take action, to say “enough is enough”.

burning candles

As our candles stood as symbols of hope, so has Raif Badawi’s case become a symbol of the right to free speech.

He is just one of countless scapegoated people, yet in speaking out against the inhumanity shown towards one, we speak out against inhumanity in general.

As my children tended to the tiny flames, so I saw the tiny flames that they are – the next generation who will light the way forward.

In allowing our children to take part in peaceful activism and empowering them to believe that they can change the world, may they be the lights of hope that pave the way to a future where freedom of expression is a birthright the world over.

 

To sign the petition against the punishment of Raif Badawi, please visit Amnesty International here.

To read extracts from the blog that got Raif Badawi into trouble, visit The Guardian’s article here.

A local account of the evening’s vigil can be found at the Dorset Echo website here.