Výuka příběhem jako otevřený prostor pro inkluzi: Global Storylines v prostředí českých základních škol
| Title in English | Teaching through Stories as a Space for Inclusion: Global Storylines in Czech Primary Schools |
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| Year of publication | 2013 |
| Type | Chapter of a book |
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| Description | Global storylines approach, originated in Scotland, offers an opportunity to work with the global dimension in education in primary schools. Learners “become” characters within a community affected by a particular global issue and they have to work together to tackle various problems they face. Such approach has a strong potential not only to share the knowledge, but to involve and motivate all learners, nevertheless the level of their performance in other school activities or their actual position within the class. It is a way of elaborating inclusive educational environment as it is learner-centred and offers a space for flexibility needed to meeting the needs of children with special education needs. The aim of following paper is to present the process of implementation of the global education in the environment of primary schools with the use of Global Storylines. In the 3-years project, funded by the Czech Ministry of Foreign Affairs, a cohort of teachers is being trained in the Global Storylines and are piloting this approach in their everyday work. Simultaneously, the continous observation and data gathering are realized, focusing on the impact of the approach on the learning environment, the teachers and pupils. Using data from this project, we are answering the following questions: What are the main pitfalls and potentials of the Global Storylines, as experienced by the Czech teachers and learners? To what extent is the Global Storylines an effective tool to promote inclusion in primary schools, participatory learning and critical thinking as the inherent part of everyday school praxis and working with complex and global issues in schools? |
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