Global Awarenessmr. Becker's Classroom



Mr.

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Children Deprived of Liberty: Learning from the UN Global Study

The course encompasses a 9-week period. Participants are expected to engage in approximately 45 hours of active learning through readings, videos, discussions, group-work/role-plays and quizzes.

The course is articulated in four modules:

Module 1 focuses on the general framework of the Study and looks at the legal framework, applicable standards, guiding principles, definitions, objectives and methodology. It also offers an overview of the history of the Global Study and its links with the work of the UN CRC Committee and the Special Rapporteur on the Sale and Sexual Exploitation of Children.

Module 2 deals with the cross-cutting themes Training videos: brakes and other partsthe mechanic. that have been identified in the Study: deprivation of liberty, children’s participation, disability, gender and health.

Module 3 is dedicated to the six focus areas of the Study: administration of justice, children living in places of detention with their primary caregivers, migration-related detention, children deprived of liberty in institutions, in armed conflict and for national security reasons.

Module 4 reveals the ‘behind the scenes’ of the making of the UN Global Study in practice and discusses challenges, opportunities, recommendations and the way forward.

Module 1 - General framework of the Global Study

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    Manfred Nowak, SG Global Campus of Human Rights / Global Study Independent Expert
    Marta Santos Pais, SRSG on Violence against Children 2009-2019
    Ann Skelton, University of Pretoria/CRC Committee
    Benyam Mezmur, CRC Committee
    Vitit Muntarbhorn, Chulalongkorn University

Module 2 - A transversal approach

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  • Manfred Nowak, SG Global Campus of Human Rights / Global Study Independent Expert - Webinar
    Ursula Kilkelly, University College Cork
    Catalina Devandas Aguilar, UN Special Rapporteur on persons with disabilities
    Meskerem Geset Tachunek, UN Working Group on Discrimination against Women
    Stuart Kinner, University of Melbourne

Module 3 - Focus areas

Global Awareness Mr. Becker's Classroom Lesson


  • Moritz Birk, Ludwig Boltzmann Institute of Human Rights
    Helmut Sax, Ludwig Boltzmann Institute of Human Rights


  • Chiara Altafin, Global Campus of Human Rights


  • - Michael Bochenek, Human Rights Watch


  • Ann Skelton, University of Pretoria/CRC Committee


  • Jo Becker, Human Rights Watch


  • Jo Becker, Human Rights Watch

Global Awareness Mr. Becker's Classroom Objectives

Module 4 - The Global Study in practice


  • Manfred Nowak, SG Global Campus of Human Rights / Global Study Independent Expert
    Georges Younes, Global Study Coordination Team
    Manu Krishan, Global Study Coordination Team
    Łukasz Szoszkiewicz, Adam Mickewicz University
    Benoit van Keirsbilck, Defence for Children International

Global Awareness Mr. Becker's Classroom Activities

Viewed as a social movement for change, the global education movement calls for the infusion of a global perspective into all curriculum areas. Two assumptions of global education include the view of the individual school as the optimal unit for change efforts, and the importance of local teacher and school action for lasting school improvement. This yearbook defines global education, explains its importance, describes it implementation, and demonstrates its uses for school improvement. The first part examines the context of schooling in which a global perspective can be developed, and the second part is directed toward issues of practice. In chapter 1, Lee F. Anderson develops an argument for global studies in the schools. Barbara Benham Tye delineates the problems inherent in changing school curriculum in chapter 2. The last chapter of this section by Steven L. Lamy presents a framework for understanding extremist ultraconservative attacks on global education. In the next chapter, James Becker links global education to citizenship education. Jane A. Boston discusses educational leadership in global education in chapter 5. Ida Urso examines the role of teachers in chapter 6 and uses qualitative data to show how global education can promote cross-cultural understanding and be a renewing force for teachers. In chapter 7, Jan L. Tucker explores the complex problem of creating educational collaborations between schools and universities. Charlotte C. Anderson documents many ways in which global education involves schools and students with their communities in chapter 8. In chapter 9, Toni Fuss Kirkwood uses personal experience to show how and why global education has become a successful vehicle for school improvement. The conclusion, by Kenneth A. Tye, explores themes gathered in a Center for Human Interdependence (CIH) field study of bringing a global perspective to school curricula. Chapters include references. (LMI)