Critical and Ethical Global Education - Heading up to Safer Schools

<< Background >>Two key rationales guided the formulation of the CEGE project. On the one hand, and with regards to the policy frameworks into which we are committed globally, in the CEGE we wished to do our share by operationalising educational policies and strategies into contextualised pedagogical practices and to safeguard quality (global) education for all.On the other hand, the CEGE addressed pragmatic needs that drew from the schools, teachers and students, such as development of the curriculum, and inclusive and safe learning environments; teachers’ professional development and pedagogical support; development of students’ understanding about global issues and critical thinking skills, cultivation of their empathy, and promotion of social responsibility and active citizenship. Thematically the CEGE focused on ethical and critical global education, Agenda 2030 and the SDGs, social responsibility and sustainability, non-discrimination, and the creation of safer spaces within and beyond school environments. << Objectives >>The aim of the CEGE was to build well-being and socially just educational eco-systems. To reach this aim, the objectives of the CEGE were to i) increase and deepen educational professionals’ and students’ knowledge-base and understanding about (un)sustainable development and global responsibility, and to boost their interest and willingness to ii) promote social justice, engage and act for sustainability, equality and equity in their schools and broader eco-systems. In the CEGE we intertwined development of professional capabilities and safer critical & ethical global issues pedagogy. In doing so, we developed sustainable professionals identities for the development of more sustainable future within and beyond school environments. In practice we wished to equip educational professional more cohesively with the same professional competences and to critically examine the materials and methodologies used in the schools. In the CEGE, these competences and teaching and learning materials concerned complex questions about the profound global inequalities, discrimination; active participation in implementing global education and engagement in the creation of safe(r) schooling for all. << Implementation >>CEGE comprised of set of activities: arrangement of international workshops and study-circles; development of teaching and learning materials and methods; and settling of a professional network for peer support and future collaboration. The following activities took place:2023 February 14th – 16th, Kick-off and 1. International seminar in Lisbon, Portugal, to launch the CEGE project and to start working with the HEADSUP-method;June 6th – 8th, 2. International seminar and study-circle in Jyväskylä, Finland, to familiarise the participants with the SAFER – Learning Diary material and continue with HEADSUP-method to support the creation of safe(r) school environment and schooling for all;October 11th – 13th, 3. International seminar and study-circle in Tallinn, Estonia, was a closure for the facilitated and joint learning processes around the HEADSUP and SAFER materials and methodologies, critical examination and elaboration of global issues pedagogy, safe(r) school environments, and self-assessment of one’s own professional capabilities.2024Online seminars on Jan 19th, Feb 20th and March 14th were to present the schools’ lesson-plans and to enhance the teachers’ network for peer support and future collaboration.<< Results >>Outputs: Established project and thematic network in the European School Education Platform:https://school-education.ec.europa.eu/en/group/cege/materials/files/574059Estonian translation of the HEADSUP teacher resource: https://maailmakool.ee/materjalid/100103/kriitiline-ja-eetiline-maailmaharidus-headsup-materjal-keskkooliopetajatele/A compilation (N = 17) of lesson plans and other schools activities (at ESEP)Portugal: 9 (by Santa Maria Mayor and Barroselas schools)Estonia: 4 (by Sillaotsa, Kursitiku, Murg and Sindi schools)Finland: 4 (by Hiukkavaara and Knuutilankangas schools)Compilation of teachers’ critical reflections and Learning DiariesOther results: Enhanced knowledge and understanding about themes of the CEGE Improved professional competences and confidence of teachers “to do” global education and create safer spaces Improved professional competences and confidence to collaboratively plan and run international projectNetwork and peer support system for exchanging experiences and ideas to advance core themes of the CEGEIncreased opportunities for students to critically interrogate and ethically engage in CEGE themes.