THE ISOTIS VLE INNOVATING HUMAN RIGHTS AND SOCIAL JUSTICE EDUCATION - - PDF document

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THE ISOTIS VLE

INNOVATING HUMAN RIGHTS AND SOCIAL JUSTICE EDUCATION

Joana Cadima, Sofia Guichard, Gil Nata University of Porto

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Context of the intervention in Portugal:

• Public school with children from pre-school to 9th grade;

#children: ≈126 children (1- 9th grade) #teachers: 2 teachers

• School as a democratic learning space:
• Students are responsible for managing their learning experiences &

actively contribute to the school life;

• School organized in common centres rather than classrooms:
• Tutors (educational supervisors) rather than teachers;

6-10 yrs 11-13 yrs 13-15 yrs

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Exploratory phase

• Exploration of school documents
• Meetings with teachers
• Observation of school activities

Needs according to ISOTIS team

• Not necessarily a focus on social justice education

contents

ONGOING SOCIAL JUSTICE PRACTICES

• Children live and actively contribute to equality within the school

context;

• School structure is aligned with social justice:
• School assembly;
• School materials;
• Group of responsibility: solidarity.

Co-construction of goals

• Documenting existing practices for

sharing in the VLE platform

• Bring social inequalities education into

school activities and curriculum

ISOTIS team Team of teachers

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Co-Design and Implementation phases

1st step Starting Point

• To introduce the topic of social and

economic inequalities;

• To introduce the concepts of

justice and fairness;

• To gauge children’s interests and

knowledge about the topic of inequalities;

• To promote children’s expression
• f ideas and perspectives.

2nd Step Research Project

• To enable children as researchers;
• To promote children’s

understanding of the interdependence of people and countries throughout the world;

• To promote children’s

acknowledgment that profits are not divided equally among those involved in trade.

3rd Step Take action

• To foster discussions on human

rights, human dignity, social justice and equity;

• To develop agency and provide a

pathway to action towards a just world.

co-design implement. co-design implement. co-design implement.

…

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• Children watch a video
• Group discussion and sharing

1st step Starting Point

What do we want to learn about social inequalities?

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1st step Starting Point

Children: 1st to 4th grade

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• Children search information
• Group discussion and sharing

How can we learn about social inequalities?

2nd Step Research Project

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2nd Step Research Project

Children: 1st to 4th grade

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2nd Step Research Project

Children: 1st to 4th grade Parental involvement Whole group work Whole group discussion

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2nd Step Research Project

Children: 1st to 4th grade Whole group work Other possibility! physical map digital map

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• Group discussion/debate
• Joint actions in the school

What can we do about social inequalities?

3rd Step Take action

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3rd Step Take action

Children: 1st to 4th grade

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Children: 1st to 4th grade

3rd Step Take action

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Children: 1st to 4th grade

3rd Step Take action

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3rd Step Take action

Children: 1st to 4th grade

What can we do about inequalities in trade?

Whole group discussion

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3rd Step Take action

Children: 1st to 4th grade

Children’s ideas about what could be done were registered in the VLE as an inspiring example for other children/teachers:

“we can go to the supermarket and ask how much each one receives” “we can help the farmer” “we can do a manifestation” “call the police and complain” “I know who can help us (...) Marcelo Rebelo de Sousa [Portuguese President]”

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Three lessons learned from the intervention Following children’s interests and motivations was combined with a clear and strategic focus on contents and knowledge related to social inequalities, aligned with a coherent theoretical framework (Asia Society/OECD, 2018), showing how an intervention can be successful in combining local/specific needs and interests and theoretical/learning goals.

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Three lessons learned from the intervention Providing concrete content and data for children to explore and examine can be an important lever for children to confront their personal and superficial perspectives with clear and developmentally appropriate information.

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Three lessons learned from the intervention ICT tools, such as the ISOTIS VLE, can foster children’s motivation and interest in learning, but teachers need structural conditions, time and support to use tools such as the VLE in their daily practices.

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LET’S TRY IT!

Joana Cadima, Sofia Guichard, Gil Nata University of Porto

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