On good practice addressing racial stereotyping in Education, in accordance with SDG 4
#CRT #ESDfor2030
"IF BLACK CHILDREN ARE OLD ENOUGH TO EXPERIENCE RACISM, THEN WHITE CHILDREN ARE OLD ENOUGH TO LEARN ABOUT IT"
UNESCO World Conference on Education for Sustainable Development (ESD) was held virtually from 17-19 May 2021, livestreamed from Berlin, Germany, to mobilize support for the new global framework ESD for 2030. The Conference is organized in cooperation with and generously supported by the Federal Ministry of Education and Research Germany.
La conférence mondiale de l’UNESCO sur l’Education au développement durable a lieu en ligne du 17 au 19 mai 2021, retransmise en direct depuis Berlin, afin de mobiliser le soutien pour le nouveau cadre mondial de l’EDD pour 2030. La conférence est organisée en coopération avec et généreusement soutenue par le ministère fédéral allemand de l'éducation et de la recherche.
The highlight of the World Conference which accentuated the importance of SDG 4 as an overarching goal of the 2030 Agenda for Sustainable Development, was the adoption of the Berlin Declaration on Education for Sustainable Development on the final day. Other highlights include the commitment made by representatives of UN member states to include education for sustainable development within their national policies, and innovative examples of good practice being implemented by youth around the globe. The time to act is now !
Read the full text of the Berlin Declaration here: https://lnkd.in/gW928sG
& view https://youtu.be/wDpBYUG_Zr0
- The Federal Ministry of Education and Research Germany's Curriculum Framework: Education for Sustainable Development (globaleslernen.de)
#esdfor2030 #learnforourplanet #LearnForOurPlanet #ESDfor2030
- The Missing Dimension: Where is ‘race’ in Social Policy teaching and learning?
http://www.social-policy.org.uk/spa-reports/the-missing-dimension-where-is-race-in-social-policy-teaching-and-learning/
Livestreamed videos from the World Conference are available here
UNESCO World Conference on ESD | La conférence mondiale de l’UNESCO sur l’EDD 17.05.2021
https://youtu.be/xczdlPtXzkA
UNESCO World Conference on ESD | La conférence mondiale de l’UNESCO sur l’EDD 18.05.2021
UNESCO World Conference on ESD | La conférence mondiale de l’UNESCO sur l’EDD 19.05.2021
PRIMARY & SECONDARY EDUCATION
In September 2021 Lead Practitioner Terra Glowatch shared lessons learnt decolonising the UK educational curriculum in a Bristol secondary school. The urbanism's One Bristol Curriculum was developed to address disproportionately unequal outcomes of Black and Minority Ethnic students including "school to prison pipelines". See Decolonising the UK Curriculum – Preparing our kids for life in an increasingly diverse society. (wordpress.com)
On 12th March 2022, Lead Practitioner Jonathan Williams of Sheffield Anti-Racist Education SHARE – sheffieldantiracisteducation@gmail.com (sheffieldshare.org) shared an excellent presentation on "Race, ethnicity & school inclusion - The motives & aspirations of pupils" which highlighted the correlation between good education, the motivations, and aspirations of targetted pupils and where that takes them.
TERTIARY EDUCATION
EXTRACTS FROM MACH III WEBINAR: THE FIRE THIS TIME 16 JULY 2020
Rev. Al Sharpton
Historic Black Colleges and Universities (HBCUs) have been important in the past as fertile ground for developing “the Talented Tenth.” We need to ensure they do not fold as a result of the COVID-19 pandemic and lockdown. On August 28th, 2020 the 57th anniversary of Martin Luther King’s historic march on Washington, there will be a march to advocate the George Floyd Justice Memorial Bill in the US Senate.
We need to have the values to rise above adversity and we are expected to provide excellence. HBCUs are here to be the foundations for the youth and to teach them to aim high; “let your reach be beyond your grasp because there is more to you than you think.”
Dr Fred Bonner (Prairie View University)
People outside of the African diaspora can have an opinion but not dominion over who we are. We must speak about ourselves to ourselves. What does it mean to contextualise activism across disciplines?
Dr Cynthia Spence (Spelman College)
HBCUs are in intensive care when the world catches a cold and black people develop influenza. Right now most cant bring all their students back because of the current COVID-19 crisis.
Dr Pamela Obiomon
The pandemic of race has heightened the need for a safe space where we can develop and flourish to do ourselves and experience all or identity vectors without being encumbered by racism. How do we make HBCUs welcoming and capable for young scholars? At her HBCU all freshmen will be required to take a course in the History of Race and Class to understand systemic racism; the institution is establishing a centre in their university.
Dr Bryant Marks (Morehouse College)
How to frame and maintain a research agenda - QRSI truly getting faculties in the research mindset; the goals and vision is for scholars to progress along the lines of scholarship and research.
Dr Camille McKayle (University of the US Virgin Islands)
It is a challenge to make computers and internet access available to all students, but the HBCU has been able to make these available as they only have 2000 students.
Also
State of the University Address Fall 2021 - Howard University | Dr. Wayne A.I. Frederick - YouTube
Op-ed: The Powerful & Overlooked HBCU Stakeholders | Afro by HBCU Doctoral Researcher DaQuan Lawrence
The Power Of An HBCU Education (forbes.com)
Research presentation by Expert Moderator to the UN WGEPAD onpolicy interventions to address inequality and marginalisation of people of African descent in UK higher education institutions http://eprints.uwe.ac.uk/33961
On 9 September 2020, UNESCO held the first of a series of online workshops addressing Education for Sustainable Development in a post covid -19 world.
EXTRACTS FROM UNESCO REGIONAL EXPERTS CONSULTATION AGAINST RACISM & DISCRIMINATION - North America
“Those who don’t know history’s mistakes are doomed to repeat them; SDG 4 - quality education for all is key to reducing racism and discrimination in North America. It is necessary to encourage cultural diversity, empower the younger generation, hold societies accountable, speak up and take action. Race as a social construct has been institutionalised; and COVID-19 has exacerbated deep-rooted legacies of racism that are still inflicting wounds”.
George Papagiannis, UNESCO
Extracts from Keynote Speech
UNESCO looks to the people who know, and you (the panellists and experts) know. COVID-19 highlights terrible vulnerabilities above the fact we have this terrible virus (to contend with). Historically vulnerable populations are less well prepared to deal with this. UNESCO must do that now to underscore the duty it has had since it was created and look at an asymmetric axis to opportunities and peace where racism and lack of opportunities exist. “Equal Opportunities for All Is As Important Now as Ever”
Gabriela Ramos, Assistant Director-General for Social and Human Sciences at UNESCO
“COVID-19 pandemic has impacted communities of colour disproportionately globally as well as in the USA, in particular1st Nations populations around the World. Healthcare systems and racism create barriers that “other” populations have to deal with in a different way. Leadership in the USA did not acknowledge the crisis as the reality occurred. One has to acknowledge the reality of the problem i.e. it exists, in order to address it.
Dr Martin Luther King II (his father) was assassinated on April 4, 1968. He would be disappointed that “poverty, racism, and militarism (violence)” have not been eliminated from our societies.; systemic racism permeates the entirety of American society, and Black people globally feel the same thing. We need to break down these barriers.
Young people must be involved in the creation and execution of new policies i.e. civic leadership such as school boards, mayors, etc. Moreover, because history is taught from a Western perspective that excludes so many, we need more diverse curriculum to adapt to how the World is changing. We are at a critical juncture in the juncture in the World, where we are called upon to make monumental change in a small period of time. We don’t have the luxury of standing still; voting is the first step but we also have to act and be engaged”.
Martin Luther King III, USA
Similarly, in Canada Black populations are disproportionately impacted; e.g. they represent 21% of all COVID-19 cases in Toronto who are only 9% of the city’s population, and 22% of Black Canadians are infected whist they are only 3% of the country’s population. Comorbidities such as hypertension, diabetes and cancer also make this group vulnerable. The Black body is taking the brunt of COVID-19 in Canada, the pandemic occurred at a time of protest against police brutality, police murders and youth incarceration. The Province of Nova Scotia was once known as the Alabama of the North with segregated schools to the extent Black parents often had to send their children to school in New England, and some of those structures are still in place today.
There are 1.3 million Black people in Canada the majority of whom are women. There is a gender dimension to COVID-19 impact on Black Canadians in jobs with contact, e.g. care workers, nurses, retail and men driving trucks; Black Canadians are generally in positions of subservience and jobs that expose them to higher risk of COVID-19. Discrimination comes from multiple sources, women suffer disproportionately, and immigration status is also flagged up as a case of intersectionality, whether documented status or not. For example, despite the good reputation of the Canadian healthcare system, non-documented persons will not access healthcare.
From 1867-1967 Black migrants were excluded from Canada, and in 1911 were explicitly told they were not welcome in Canada. In the 1930s, attempts were made to bring Black women from Guadeloupe to work as domestics in the homes of White Canadians. In 1955, Black women from other countries were also allowed into the country to work as domestics. Later Black men were brought in to work as farm labourers. Today there is one Black man to every 10 Black women, but clearly Black women have been in a subservient position in Canada from the get-go.
Professor Nia Afua Dadesen Cooper (Nova Scotia, Canada)
We don’t understand the impact slavery has on the modern world. In 1609, the first enslaved African arrived in Quebec (a young male from Madagascar). The Black presence in Canada for a long time must be understood as such, that the only way to escape slavery in Canada was to run away, through flight rather than fight, which sometimes occurred in other territories such as the USA and Caribbean. Although no portraits or pictures of enslaved Africans exist, we know what they look like from descriptions placed in ads for runaways published by their enslavers.
People don’t listen to knowledge that comes from outside the Eurocentric movement. (However) it is not enough to have sympathetic people; we must have racialised people in positions of power such as civic leadership.
Webster (Quebec, Canada)
The Anglo narrative contributes to historic and contemporary racism we have to deal with, and we should move from textbooks to digitised learning to enable greater access at a lower cost. Juan Garrido is recorded as the first African who arrived in North America, prior to the first enslaved Africans in 1619. New York, Texas, and Florida were amongst the four largest purchasers of enslaved Africans of the USA. The founders of Los Angeles were Afro-Americans and the southern tier of the USA has a large African diaspora. Everything is being privatised including the prison system which provides inexpensive convict labour for corporate ventures such as Sugar Hill and Angola (corporate run convict labour systems in southern states).
Professor Jane Landers (Florida, USA)
RECOMMENDATIONS
Martin Luther King III – Appreciated participating in the webinar with everyone and agrees with all that was said. He applauds UNESCO and advises it “keeps on keeping on.” His recommendation is that diversity and human rights training should start with (school age) children all the way through college.
Professor Cooper – Racial capitalism and white supremacy is an issue. Anti-Black racism (Afriphobia) is everywhere; the struggle is against global anti-Black racism and UNESCO should help in the prevention of this form of racism. Government should apologise for slavery and make reparations; it should also be encouraged to stop racial profiling, improve the criminal justice system, and represent the interest of Black Canadians.
Webster – digitalisation of knowledge and access to different markets is recommended for actions by UNESCO going forward. UNESCO should also put pressure on organisations and Boards to employ ethnic minorities.
copyright Adé Olaiya, M.A. 29 September 2020
The Cambridge Festival: Legacies of Enslavement 29 03 21
David Lammy M.P. facilitates discussion with Sir Hilary Beckles Vice-Chair of the University of the West Indies, Professor Olivette Otele of the University of Bristol, and a student member of the African Caribbean Society of the University of Cambridge, on past, present and future roles played by universities regarding enslavement of Africans and its intergenerational impact. https://youtu.be/TCOL1JyxqZE
UNESCO World Conference on Education for Sustainable Development, hosted by UNESCO and the Government of Germany. Learn for our Planet. Act for Sustainability, 17 – 19 May 2021
#ESDfor2030, SDG4, #LearnForOurPlanet.
Access the social media pack
Download the Berlin Declaration on Education for Sustainable Development
English - French - Arabic - Chinese - Russian - Spanish - German
Recorded Conference Livestreams
Example: university study and research of literature with the chance to design and set-up a community engaged project, and use this to examine the role of literature and reading in contemporary society.
BA English Literature and Community Engagement | Department of English | University of Bristol
See also Session 9 of the ESD 2030 Conference published on 23 June 2021
#ESDfor2030 Conference Session 9 - Putting Education for Sustainable Development into action A pt.I - YouTube
UNESCO 75th Anniversary Celebration #unesco75 #unescoGC
Special ceremony to celebrate UNESCO's 75th anniversary. More than 20 Heads of State confirmed their participation in the special ceremony to be held last Friday in Room 1, starting at 4:00 p.m., in the presence of several artists, including Forest Whitaker, Renaud Capuçon, Angelique Kidjo, Aryana Sayeed, Farrah el Dibany, the group Joussour, Ray Lema and Laurent de Wilde. Several exceptional guests and artists will also be present via video. The ceremony, organized in partnership with CNN and France Media Monde, was streamed in Room 2 and live on UNESCO's website and social networks. Link: https://lnkd.in/dkUAcmy8...
SIDE EVENT, 17 November 2021 from 1.30 p.m. to 3 p.m., Room I
“LEADING VOICES AGAINST RACISM”
With the objective to address the “Global Call against Racism” from December 2020, UNESCO’s Social and Human Sciences Sector will organize a high-level event focusing on the crucial role of global leaders in spearheading advocacy efforts to combat racism. This initiative builds on one of the key recommendations put forward by the “UNESCO Global Forum against Racism and Discrimination”, organized in March 2021, which kicked off UNESCO’s series of anti-racism efforts.
The panel will be moderated by Gabriela Ramos, Assistant Director-General for Social and Human Sciences. Designed to be an interactive and dynamic exchange, the discussion will bring a wide array of perspectives among speakers. Member States will be invited to participate in the question and answer segment.
Speakers:
Also Celebration of the 50th anniversary of the Man and the Biosphere Programme “It’s about life” | UNESCO
#sdg4 #education #esdfor2030
From 29 November to 1 December 2021, UNESCO and APCEIU brought together experts in Education for Sustainable Development, Global Citizenship Education, and Education for Health and Well-being to discuss good practices, progress, monitoring and mainstreaming transformative education towards Sustainable Development Goal target 4.7.
A video of the enlightening Special Plenary Session on Transformative Education in the Republic of Korea, where participation of the collective is highlighted as integral can be viewed here https://youtu.be/Yz0ZpJq-4-U
The 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being was co-organized by UNESCO and APCEIU, and hosted by the Ministry of Education and the Ministry of Foreign Affairs of the Republic of Korea. Sign up to be kept up-to-date with news about the Forum.
29 November 2021
30 November 2021
1 December
UNESCO is conducting a global survey to collect information that will help revise a landmark legal instrument on education for international understanding, cooperation, peace, human rights and environmental sustainability, known as the 1974 Recommendation.
Given the growing call for education to address sustainability challenges that have evolved dramatically over the past five decades, such as the climate crisis, we invite you to participate in the process of revising the 1974 Recommendation. Share your views on how to reflect and address these changes in the new instrument.
Now is the time to ensure your voice is heard and counted. Take the 10-minute survey, share it with your networks and help shape global policy on education. Click on this link to Participate in UNESCO survey to shape global policy on transformative education for peace, human rights & sustainability (mailchi.mp)
The deadline for responding is 1 March 2022.
The survey is available in ENGLISH / FRENCH / SPANISH
For more information on how UNESCO is supporting the revision of the 1974 Recommendation visit our dedicated website.
NB – This survey is a broad multistakeholder and initial consultation that will contribute to the technical consultation process currently being supported by UNESCO. A formal consultation with country representatives is also foreseen but at a later stage. For more information on the different phases of the revision process, please consult the above dedicated website.
On 26 April 2022 UNESCO launched the first season of UNESCO-UNFCCC's Webinar Series, Climate Change Education for Social Transformation: On the Road to COP27, which is dedicated to the goal of greening every education policy and curriculum to be climate ready. Taking place on the last Tuesday of every month, each episode will explore the critical role of climate change education, and how to harness its transformative power, in leading up to COP27.
The first webinar Why Climate Change Education for Social Transformation? launched the series "with a joint systems thinking on climate crisis and the role of climate change education for social transformation.The discussion included a review on where the gaps in education policies and curriculum are, and where do we want to go in view of the needed social transformation towards decarbonisation and sustainability, as well as the renewed understanding of climate change education today. See Climate change education for social transformation | UNESCO