By bringing a healthy balance of personal knowledge and research into teaching Global Perspectives, learners can explore local and global contexts. Fleur McLennan, author of our Cambridge IGCSE™ and O Level Global Perspectives series, explores the meaning of ‘Ubuntu’ and how bringing your own perspectives to the classroom can bring learning to life.
As a teacher, I get many questions about what activities and resources are best for teaching Global Perspectives. I can answer it simply with one word that communicates so much more than one meaning. That word is ‘Ubuntu’.
A simple word that underlines the importance of understanding the humanity of us all and the interconnected nature of people, places and things. Loosely translated from the Bantu language group, ‘Ubuntu’ means “I am because we are”. It is the heart of Global Perspectives and it is both an activity and a resource in the classroom. ‘Ubuntu’ is an important concept to support learners, as they become curious, metacognitive, responsible learners.
Bring your own perspectives to the classroom
Let’s begin with you. You are a fantastic resource with a combination of knowledge and experience. You may personally bring a variety of perspectives to a lesson, such as:
- Personal experience
- Local knowledge
- Learnings from many different people
- Schools and situations (national knowledge)
- If you’ve moved country or travelled (global knowledge)
By reflecting on the journey you have been on personally, you will undoubtedly think of people and situations that helped you arrive where you are. What have you learned from these connections? How have they shaped you? What have you kept and what have you left behind? Take a moment to reflect upon this.
With this simple activity, you are acknowledging the ‘Ubuntu’ in your life and considering how your local knowledge can become global knowledge. By sharing your local context, you are demonstrating a fantastic way for learners to start their own journey.
Explore local perspectives through key topics
Learners can explore local contexts while studying global perspectives, through a variety of topics. For example, the topic of ‘Arts in Society’. Here are some questions you could ask learners to reflect upon:
- What types of art or craft are available in your community?
- How did this art form develop over time?
- Is it similar or different to other places?
Once learners have started discussing some ideas, take the activity a step further. Ask learners to compare the local art of one place with that of another place. Let your learners decide what they want to research. What influences have shaped the emergence of both art forms? They may decide to explore digital art, remixed media, or ancient art from times long past. Whatever they choose, it is the exploration, connection and evaluation of similarities and differences that bring the learning to life. It is where local can become global.
It is important to encourage curiosity in your learners. Let them follow where you lead, but create space for them to make their own footprints on the journey until they walk alongside you. Global Perspectives teaching means we follow as well as guide. Remember, start by bringing your own perspectives to the Global Perspectives classroom and see where it takes you.
