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A Language Tcacher's Guide to Key Global Education Fields

一一 Peace Educatio■ , Human Rights Education, Development Education, Environmental Educatio■

Kip A Cates

(Accepted 21 June 1994)

Abstract

Global education is a new approach tO education which aims at promoting international awareness,a

sense of、vorld citizenship and action to solve 覇/orld problems, This shOrt paper aims to introduce foreign and second language teachers to the four key component fields Of global education ― peace

educatiOn, human rights education, development education and environmental education A short

description is given of each including a definition of the field, an explanation of its main goals and concepts,a description of its key features and a short listing of resources A brieF description is also given Of hOw language educators are attempting to introduce ideas and materials froni these areas into the field of foreign and second language teaching

INTRODUOT10N

Part Of the grO、ving interest in giobal education as an approach to language teaching focusses on its

four cOmponent fields ― peace education, human rights education, development education and

envirOnmental education ln this paper,1、 vant to inform language teachers about the main aspects of

these ne覇 ′ areas of education by giving a brief overview of each field

PEACE EDUCAT10N

One of the most critical problems facing the world is the issue of war and peace,Since WW ,there have been 160 armed cOnflicts which have taken the lives of an estimated 16 million people Behind

these statistics lie ecOno■lic systems built on massive lilitary spending, attitudes of aggressive

(2)

and mindless violence, and a growing violence by man against nature and the environment,

The challenge oflanguage instructors to teach for a M′ orld of peace is clear,a challenge which has been

articulated both in UNESCO's constitution("since wars begin in the minds of men,itis in the minds of men that the defences of peace must be constructed")and in the words of educators such as Maria lvlontessori("eStabhshing lasting peace is the Ⅵrork of educationi aH politics can do is keep us out of

War").

卵 TrοⅣ Aハ リ

OBJEじ

TrrES

A generally accepted definition of the field of peace education is as follo、 ハ′s:

"Pθαθιι

αケづοη aチ滅夕″ゅナdわ d力αゆιηανα%ηιdd αうο%歩 ナん¢θ死lsケθηθθげ θOttαιοチうetttθttι夕ιψ '9, αη

'

うοチカ紗 │ナんづ

%

αη, うθナνθ御つTcαttOη

d

々,ηυθsヽ挙 ナοd ケカ珍οα "sヮd げ θ Oηttι θナαη, υ,οιθηθθ ι切 うι,,っ,ωカカカ│ケカο クっ宅?クチづο 'IS,υαι"ι S,切 ,αttιナ%,9sり♂,η 'ケ υ 'α"α Jd,αd ν房 ケ αs ωケ歩んι%ケんι dοθttα′,″,'チac・α′αη,οθο,ηη 力 d″夕ιθケ傷躍dげ sοθ″ 妙,αη 'ど ηοο "ηFοsナ/Da sια空 力 ヵ γ あιナθttαttυιs, ιηοιクカ,鍵g ,lο%―υづ0ケιηナ sO,"河ο熔, αttα ナル '9υιJ砂%ιοηケ d力ιιJS ,留θοsdα ッ カ γ ttιぢγ ぢ ''ψ JθηιttαナιO%"(Murakami 1992).

Peace education aims to develop the k■ owledge,attitudes and skills which are needed in order to(1) explore fοηθψldげ ″αθι bOth as a state of being and as an acЫve process,(2)enquire into the οうdナαθιοsナο

ク¢αθθ and the causes of peacelessness in individuals,institutions and societies,(3)γ θdο Jυοθοηt/11θナS in、vays

hat wi11 lead toward a less violent and more just world;(4)explore a range of αι3年蠅 チlυι/1J物姥d,in

particular ways of building a more just and sustainable world society(HiCks 1988)

FE4 TbttBS OF PF4α

7匹

Dじ

CA`即

OⅣ

Peace education deals with key issues concerning war and peace as well as with aspects of mutual understanding and cooperation bet、 veen individuals and nations Basic concepts in the field include contrasts such as negative peace(the mere absence of war)鞘 /ith positive peace(total peace and justice)

and interpersonal violence(phySical fighting)Ⅵ ′ith Structural violence(exp10itation and oppression) Peace education also considers different levels of peace, frolal inner peace and interpersonal peace to national peace and international peace The content dealt with by peace educators includes a variety of topics such as militarism, disarmament, the causes of Mrar, paciisnl, non― violence, Mrar toys and TV

(3)

A Language Teacher's Cuide tO Key Global Education Fields

Peace educators stress that good peace education ains at empoⅥ rerment, not despairi that teachers must go beyond merely introducing students to the depressing facts Of mllitaris■ 1,war and violence to shoM/ hOw we are part of a histOrical movement for peace; that teachers can inspire learners with internationally― acknowledged peace role models(NobeI Peace prize 、vinners, individuals such as Gandhi,groups such as lnternationaI Physicians for the Prevention of Nuclear War)and can shoM′ learners hOw tO put into actiOn their commitnlent tO a wOrld of peace

Peace educators also stress the impOrtance of ttα εカカηg αうο%ちヵγ and力,peace Tcaching abο%歩peace

involves giving students knowiedge about 、var and peace issues Teachingノ Zγ peace means helping

students develop skills of peace― making and creative conflict resOlution Teaching ,η peace means creating a peaceful cooperative classroom atmosphere frec of violence

肌 α

7EDじ

CAT」

0,V/1じ

TrFrrttS

Peace education deals with a variety of learning activities― case studies of瓢/ar,cooperative games,

conflict resolution practice,creative problem solving,imagining scenarios for a peaceful future,model UN simulatiOns and mock peace electiOns Activities focussed more specifically on ι,2θαナ餌ι

/9″

げηケθf鴫肪ο″ヶα′

,ι 7dチαη '1,ヶ

ξ include readings on、vorld cultures,videos on worid l・ eligionも,shde shO、 vs

about children round the 、vorld, fOreign guest speakers in the classroom, overseas pen― pals, international school links and overseas visits for home stays with foreign fanilies

Pβ生じβ βりしIα

ATrON EESOt/RCES五

D/Vr4コ壁粥ひ

4LS

For language teachers wishing to learn about peace, a number of good b00ks exist T力 θα P9αθο

/1チ′α

s(Barnaby 1988)and T力

ι ttον SヵチっのF wa7α切

'Pι

αθι 4ナια

s(Kidron&Smith 1991)give a good

generalintroduction to issues of war and peace vlore speciahtted b00ks include Fα ιοdげカιE,19吻

(Keen

1991), T/1/1tノ ミGナづοηs Gο Tο ttaγ (StOessinger(1987), V7b″″ケηF)の″Pοαιθ( V01man 1985)and 1/797,,

〃,力勉ヮ αη,sοθ力ιE死,cη,'加陀S(SiVard annual)

Key books On the theory and practice of peace education are E,夕 θαナοη

)のγ Pοαοι(HickS 1989),

Cοη″クセカοηdlυο Pοαθι E,夕 θαttο%(Reardon 1988),E,2θα廃,│『 )的″GJοうαι Rιs,OηSづ bぢJI妙

(Reardon 1988)and

Cγttαttυο CοP4/1tοチ資θsοサ2ナづ″ι(Kreidler 1 984).Representative classroom matenals used by peace educators

inctude Wo7'α ι%Cο%μttθケ(RichardsOn 1 977),Pι αθι αη

' 豪儀″

: ス F,7sナ Sο夕℃ιうοο力

(Lceds 1987)and

Lθα物ケ,,ど ヶ力ι SttJ,dげ Pιαθιηαttηξ

(Drew 1987)

MaJor Organizations involved in peace education wOridwide include the US group COPRED

(COnSOrtium On Peace Research,Education and Development),the organittation Teachers for Peace and

(4)

the Peace Education Commission(PEC)of the lnternationaI Peace Research Association(IPRA)

PEИ

ω 】り

dCAttα

AxWD TV2 LAttθ

υИ θβ

TEAttθ PEOFBSSrOⅣ

The language education profession has long had a co■ lmitment to promoting international

understanding and world peace through the teaching of foreign languages This conl■ litment has shown itself in a number of wvays

One initiative is UNESCO's ongoing LINGUAPAX seminar series on language teaching and peace This brings together educators from around the M′orld and resulted in the Kiev Declaration on''Content

and WIethods That Could Contribute in the Teaching of Foreign Languages and Literature to

lnternational Understanding and Peace"(UNESC0 1987)which made recommendations as to how

ianguage education could better promote MIorld peace

Several maiOr cOllections of essays on peace education have also recently appeared, 覇/ritten by

language teachers in Europe and America一 Fttαοθ T力γο

"ど

んLα叩 α♂ιτttπカカτξ(Raasch 1991),Lαηgttαどο T♂,ο力誌ζづηαT/797′,Wit力ο

"ナ

Pをαθθ(Raasch 1993)and Aケケチカι Rοsケ

's Pο

,,ι傷ん:Pιαθο Eα%θαttOη tt Tοαθ力ぷ亀

E,ヶl idllわ sクια″ι盗 のFOナカιγ Lαヽ部 αFθS(Larson 1994)JttaJOr language teaching journals and newsletters

have also consistently run articles on peace education M′ ith titles such as Pcα θο EJ"θ αケづοη一 肋 αケαη,

T/7ЙP(Wenden 1990),Pο αθθ E,傷θrtttοη lητナんをEttξJづd力Lα,τ

F9 C'αds℃οη(Freudenstein 1993)and Pο αθο

αη,LαηttαFι Lι

ar

ζ

(Gomes de Matos 1988)

The mttor international English teaching organizations have also consistently featured peace

education sessions in their annual conferences The international XJS― based group TESOL,for example, has held annual coloquia and workshops on peace education since 1989 and also organi3ed an all― day

pre―conference institute on conflict resolution for its 1993 conference in Atlanta ln Japan,the Japan Association of Language Teachers(JALT)held a 1992 conference symposium featuring peace education

speciahsts from Russia, Germany and Austraha

There is a growing number oflanguage teaching materials on peace education themes published every year One mainstream 4-skills English textbook designed wholly round the theme of wvar and peace is

Nヽ

θη T力ι 14/iη,BJοtts(BriggS/Strange 1992)EFL readers on peace issues pubhshed in Japan and

elsewhere include titles such as Peace for O"″P,αη冴 (Akhavan― Maiid 1992),ス PιαοιttJ Eαγチカヵ″4′J

(SOrkhabi&GilLs 1992),Ma//Jα ケIJ3α Gαη,カケーT力οれ42η α′ι

'Fris Mcssα

ど7(Byrne 1984)and Meddα ξιd力 γ

Pθαθ

7(Jacoby&Marsha■

1988)

h/1any school textbooks around the world also deal Mrith issues of peace and international understanding as themes for language lesso■ s ln Japan, Nakabachi's 1991 survey of」 apanese high

(5)

A Language Teacher's Guide to Key GIobal EducatiOn Fields

school Enghsh textbooks,fOr example,found that 54%Of the 48 books he surveyed contained at least some peace education theme― o■en related tOヽヽ/orld War II and the bombing Of Hiroshima(Nakabachi

1992)

School English textb00ks in countries such as Germany and Korea feature language lessons built around such tOpics as international understanding andヽ vOrld War II One unique example is a 1988

high sch001 Enghsh text M/ritten in Russia whichヽ devotes an entire unit to the theme of peace,including

peace poetry,articles on Samantha S■ lith and international friendship,and suggestions for peace action

such as taking part in peace marches(Khrustalyova 1988)

HUMAN RIGHTS EDUCAT10N

Language teachers live in a world where large numbers Of people are denied basic human rights A glance at any day's nelvspaper headlines Ⅵrill reveal incidents of genocide and apartheid, political repressiOn and tOrture,discriminatiOn and persecution of minorities,denial of individual freedoms and even of entire people's rights tO a homeland lnternational surveys show that these problems occur M/orldllride under regimes of al political persuaslo■ s

DEFrA/rTroN 4/vD ttJttCTrVES

The resulting respOnsibility fOr educators is outhned by documents such as the 1985 Council of Europe Recommendation which Outlines the maiOr gOals Of human rights educationi

T力 ιs勉の げ 力 "TPtαη 娩 勲 体 力 sθ力οοJs s力οクJJ Jθα,ヵ α勿 "%,っ7d力ηれ,9『げ αη

,ッ

タタゅαナリ カ ″ナル θOηOセψλ `ゾゲ"dttθ 9,9?%αJづrjl,降っ,ο物,夕 を,θ9,'づFηケ妙,'η 'づ υづJ",テ TriFカチs αη

,,9切

οpりり.T力ι 効 施S'S物 形αttιηg αηαι¢tr物舶ζ ttο%チ カ%η αη ■ヽ亀力歩ss//Dο2,,う θクοd'力υι T力℃夕 『 んο%ナ サカιづ″ dθ力οοJ οαttιγα,,ルタ斃どク99クテι∫力ο%J,ルα,ηιαうο%ケ カ%物αη力F力ん,dクα″ げ チカあ″クγ¢クα陶廃οη力γ 'ゲ 彦 ぢη α ク′劣 化 河 づdttθ ,ヮη οθ,η εメ COη θゆ λ αddοθケαナο,2げ ナカ カ "lltα η 物 『 力 偽 ιαη α勿,s力 οT/J,,うι αθ?坊√能

,ヵ

物 αηια″妙 αFο¨Sι力οοι∫αtt θOηη%%″″sν力づο力 θα′ι,η,s力ο夕J,う ιαηθπα夕″Fナカι 杞 ψ ιOナ カ ィ ナカO Jι 『 ηl炒 げ チカ ο づη ',υ づ,%α ,αη,ヵ ″ 嫉 脅 η θを,力″ 崩 ιttηθοαη α ヵ79?%,テ づ妙 げ 9ク″7ケ

"崩炒 (Council of Europe 1985 cited in Amnesty lnternational 1991)

TbttBg

ο

F〃

uよ

戸 ■」θ〃

"SCATrOxV

(6)

civi1/political rights(e g freedOm of speech)and sOcia1/economic rights(e g the rightto food&shelter). Hunan rights educators emphasize that rights also entail responsibihties and that rights of different

people o■en conflict(yOur ght to music may interfere with my right to silence)The COntent dealt with by human rights educators includes topics such as freedom of speech,self一 determination,civil rights, apartheid, minority rights, 、vomen's rights, discrimination and oppression as 、vell as the history of mankind's struggle for human rights and the study of international documents such as the y,1,υ 珍″sα′

Dθθケα″所ιο物 げ ∬

"IRな

ん始and the Dθ,αηttοη げ チカιRを肪

Sげ

チカ9Cカケ,, 〃 勁 閉 弼 rθπЯ

s lttdCATrON ttθ

Tr7rr配

Because human rights often seem abstract and difficult for many learners,human rights educators have devised a number of activities to make this topic more accessible and interesting,These include human rights quizzes,dramatized readings on the Holocaust, cartoon videos introducing the Universal Declaration of Human Rights,letter writing to political prisoners,simulations of discrimination against minorities and special events centering around lnternational Human Rights Day(December 10)Human

rights teachers seek to sho覇/students holv we are part of a historical movement dedicated to achieving human rights for all(slaVery Ⅵ「as abonshed,the right to vote achieved,M「 omen's rights improved),tO inspire learners with positive human rights role models(indiViduals such as〕 vlartin Luther King and groups such as Amnesty lnternational),and to show learners how to putinto action their commitment to human rights for all people

Human rights educators also stress the importance ofナοαθんウηF αうο%ち力γand,η human rights Teaching

,うθ "ナ

rights involves giving students knowledge about human rights issues Teaching)的 ″human rights means helping students develop the skllls necessary to work for human rights Teachingヶ ″ι human rights means creating a classroom atmosphere Ⅵ/here the rights of all students are respected

打 閉 Ⅳ Rrfr知腎

ED」

倣 劉りⅣ

RESOt/RCES五

D MATJR2LS

There is a small but growing number of books on this topic for language teachers to study Frttタ タιαη

Rケξ力ん

(Totten&Kleg 1989),″

%/tlαη Fづξ力体(Selby 1987)and T力θ ttηηθdり r妨伊ηιαttO夕切′Ffα切,うοοカ

(Amnesty lnternational 1991)are an gOOd introductions The book'Fttο T/1,LttTTηη RぢgんナsG夕づ 'ι

(Humana

1992)surveys 160 countries of the、 vorld against a 40-point human rights checklist and gives each a percentage score showing hottI 稲/en they respect human rights

A number of exciting classroom activity books have been published Among the best aFe r9α ひヵ,,9g

(7)

A Language Teacher's Guide to Key Global Education Fields

and F,『 力鹿,tF Яο″Fγcを,ο物(RichardsOn 1978)Two newsletters on human rights education also exist to

inform teachers of human rights issues and teaching activities― 肋 物αηユ売争力ん E'ク θα肪とTT力θЯοク″チ

R

published by Amnesty lnternational USA and lr%flDα ηι■

'『 力J6・Eα

αttοη N♂νdι>形γ published in the UK.

OrganizatiOns 、vhich deal specificaHy with human rights educatiOn are Ar■ nesty lnternational, the

MinOrity Rights Group(MRG)and the united Nations

π

SMA〕

rR」θπηg Eりじ

CAttα

Ⅳ 即 ′

Ottθ

Ⅳ ち五脚

ct/4θ

β

TEA(班

Vttθ

Human rights education is less 、vell―knoM′n to language teachers than peace education or

environmental education and no bOOks are yet available on the teaching of human rights in ianguage classes Some work has been dOne thOugh tO prOmote the field among language educators Academic language teaching iournals and neM/sletters have published articles with titles such as"Human Rights EducatiOn and Action"(PetersOn 1 990)and"Teacher Role Play to Attack Prejudice"(Rinvolucri 1993)

Human rights education is alsO starting tO be dealt with at mttOr internatiOnal English teaching conferences, The international organizatiOn TESOL, fOr example,featured a half― day pre―conference symposium on teaching abOut human rights fOr its 19 9 2 conference in Vancouver,Canada(Peterson& Gentry 1992)Other presentations on human rights education and language teaching have been given in Japan by fatsui(1992)and Bradley(1991〉 The topics of students'rights and linguistic rights have also begun appearing more frequently at language teaching cOnferences due to groups such as TESOL's "Refugee hterest section" and the work Of educators such as de fatos(1988〉

A smaH number oflanguage teachers have also become involved in human rights action Members of

Washington State r「ESOL,fOr example,write letters for fel10w educators suffering human rights abuses thrOugh a regular"Write A Letter,Save A Life''cOlumn in their language teaching newsletter There is also a "ヽVOmen in TEFL" organization Mrhich works for Ⅵromen's rights in the language education

professiOn itself

FeⅥ/1anguage teaching materials have yet appeared dealing specificaHy llrith human rights themes

One such text is a recent English reader from Japan entitled F70ι JοPpD,■を力た,Rο

ψοηdげ bぢ′ι(Reveler

&Nema 1993)This deals with such human rights topics as the right to privacy,the rights Of AIDS victins,the right to an abortion and Nobel Peace Prize winner Aung San Suu Kyi's fight fOr human rights in Burma/ lyanmar

Human rights issues dO crop up regularly as language lessOns fOr mainstream or schOol English textboOks,hOwever ln his 1991 survey,for example,Nakabachi found that 700/O ofthe 48 Japanese high

(8)

ofthe lessons he studied dealt Ⅵ′ith human rights,the topics covered Spanned a wide range from US civil rights and h/1artin Luther King to apartheid,women's rights and the handicapped(Nakabachi 1992)

DEVELOPMENT EDUCAT10N

Development education concerns the teaching of development problems such as worid poverty,hunger and health as well as international issues such as foreign aid, Third World debt and North ― South

inequality Kniep(1987)defines development education as"the study of the struggles of peoples and

nations to meet their basic needs in an unequal world characterized by a widening gap betllTeen the rich

and poor" A more acade■ lic definition is contained in a 1 984"FrameⅥ 「ork for Development Education in the United States"pubhshed by an association of over 100 organi5ations involved M′ ith development education in the US DουttJψttι′ιナι '傷 θαナづοη 力αs αs αク肋ltαヮ ξοαι′力ιう%ぢι,t,慾 げ αθοη,ηケナ刀 θO′ldチ 'チ %ιηり ヵ″ ,9υttψ

ηι

η′う

ο

カαチカ

ο

ηθ

α

η

ηα

,rナ

F,ηd初

″力α

ttε

ο

F笏

0%げ

ο

η

ttγ,妙

ι

η

'9η

ι

ο

α

η

, チカθ θ防 河η夕づ,ほ ηο刀 ヵ γ ″dttθια切,9?2ケ妙 カ チカι 傷りγ′, rん ,℃μ ttηd αη 'ク 陶 θOSSιi θttυυ カゥら物 房οη,ク後9ηοナ珍カタ,ηαηケナtlttαηυα,2っs, αη, s河,η "′ α形 づη,づυケ,勿αια,o, どοη ″夕ヶ2ηづ妙 αOナづο% α,η刀 ,ナづηψ,りυlη鱈 ナカο?"α力妙 げ ケウ修αη 'ι ttηづηαチヵ 『 チカι ttοチθα %sιsげT1/ογ ',ク ου97貌 (Cited in

Joy&Kniep 1987)

FEA TbttES OF DEFttOP"に

かrT EDし

htt TrON

Co■lmonly accepted development issues include poverty,malnutrition, literacy,health,overpopula― tion,Thirdヽヽ「orld debt,foreign aid and foreign trade as well as world inequality,underdevelopment,

exploitation,and social ittuStiCe "Dev Ed"thus touches on the shocking contradictions of our modern

M′orld whereby 35,000 people die each day from hunger wrhile "advanced" nations hoard butter

mountains and pay farmers not to gro、v food,Ⅵ′here 7 million children every year die from preventable diseases,where 20%of the wOrld's population controls 78%of the worid's income,where poor Third

Vorld nations pay large amounts of their annual income as interest on debts to Firstヽ Vorld banks,and

M′here foreign"aid"can impoverish peasants while destroying the environment and eariching corrupt,

repressive elites WVhile much of the focus is on North― South issues,development education is equally concerned覇/ith teaching about"development''problems of poverty,unemployment and homelessness in the rich countries

(9)

A Language Teacher's Guide to Key Global Education Fields

consider their moral responsibility in a wOrld of global inequanty and to ask critical questiOns― Vhat are the roOts Of、 vorld hunger and poverty? Why is it not possible fOr human civiliτatiOn, with its abundance of resources, to prOvide adequately for the basic needs of all peoples on the planet? How

might over―consumptiOn in developed cOuntries be linked with the deprivatiOn ofimpoverished peasants and labOurers in developing countries?ヽ Vhy,even in so― called rich sOcieties,dO some groups(Mromen, indigenous peoples, racial minorities)remain marginalized, discrininated against, and oppressed? Development educatiOn teachers strive to dispel development myths and stereotypes(e g that all

Africans are starving,that there is not enough food in the、 vorld,that people are poor because they are

laZy)They alsO attempt to shOw hOw prOblems Of worid hunger and poverty often have their roots in uniuSt social systems,that Third WOrld issues are not"over there"but are intimately connected with

our dally lives,and thatthe directiOns fOr local and llIOrld deve10pment are determined by the chOices we

make as individuals Development educators make efforts tO intrOduce students to pOsitive role models (individuals such as famine aid pop singer BOb Geldof and Organizations such as UNICEF),and try to

show students hOw tO putinto actiOn their conlmitmenttO elininate lvorld poverty and tO achieve a、 vorld

of equahty and sOcialjustice for all Part Of this involves helping students to overcome negative Third World images and to gO beyond "charity" to "solidarity"

Dどン切

ZOPMENT EDUCAttOⅣ

CLASS Aじ

TrrとT【

Es

Development educators have designed many ianovative class activities― quiz2es about world hunger, vorld poverty role plays and silnulatiOns of、 vorld inequality They alsO promote learning through projects such as adopting Third WOrld fOster children,participating in charity、 valks and fasts,taking students on Thirdヽヽたorld study tours and organizing activities centered around annual events such as

World FOOd Day (October 16) Learning facts about issues such as wOrld hunger is one gOal of

development education Developing empathy fOr peOple in "developing" cOuntries is another, One interesting activity for dOing this is a role― play called"Living ln The Thirdヽ Orld: Vhat Would You

DO?"(Franz 1987)where students take on the role of a farmer in Africa Or slun dweller in Brazllto feel what that M/Ould be like

VELOttT EDし

c笙 留aⅣ

RESO1/RCES ANB MAttLS

There are a variety Of useful b00ks abOut development issues fOr language teachers interested in deepening their knOwledge rlっdづ,9ナカοT力づ7,WOγ,,(Harrison 1 987)and Pο υο7妙αη

'ナ

カθP,αηιナlJackson 1990)are twO good general books tO start Mrith Other bOOks On particular development issues include

(10)

ИttθγJ,打 "夕

ι

『 θ竹駒 冽υゼルしチ

d(Lappe 1986)and A Fttο

Nsttθ T力αη つοうナ(George 1988).

Key books on the theory and practice of development education are T力 ι Dου湧8,ηιηケ9転Z2JO(Fyson

1984)and T力

ι力″οηιαケウο%αι Dθυ珍′ψηθηナ

C's's&ス

ηιοttθαη E'クοαttοη lJOy & Kniep 1987〉

Key classroom texts used by development educators include P狗

『 陀ss αη'POυ ο″妙 (Richardson 1977), E妙ケογづη♂チカθT崩疱

J,(Franz 1987),蒔吼αケ 'S Dι υ房9クタ 'ι θttP(ILEA 1986)and Tι αθ力鳥ζつιυθJψηοηサ As"θs(Cooke 1985).

MttOr Organizations involved with development education are the British group NADEC(National

Association of Development Education Centres)and OXfam

7JLanИ

EⅣ T EDb活 倣

TrON/ArFttθ

Ⅳ Lス 戸θbИ θβ

T2/1ttθ

Like human rights education,development education is not yet weH一 knoM′n among language teachers As yet,no books have been l1/ritten on the teaching of development issues in language classes Again,

ho、vever,some覇 /ork has been done to promote the ficld anong language educators ln Japan,One teacher

has published a description of a complete one― semester college EFL course designed around the theme of world hunger(h4atsuda 199 2)Another teacher has her EFL students choose,research and make a class report on organizations such as UNICEF and Save The Children involved with development issues (Jaques 1989)Yet other teachers arrange for their class to adopt a Third World foster child to raise

a、vareness while practicing language skills(SChヽ ハrab 1993)

Few language teaching materials have yet appeared dealing specificaHy TITith development issues Development education themes do occur in a number of English language textbooks,though― a lesson on

"Food and World Hunger" in one text(SokOhk 1993), a leSSOn On "Wealth and Poverty" in another (Peaty 1 990)In hiS 1991 survey,Nakabachi also found a fe、 v development topics in the Japanese high school Enghsh texts he studied,with" lother Teresa"being the most popular topic(Nakabachi 1 992〉

ENVIRONMENTAL EDUCAT10N

The environmental problems facing our world are critical ― problens such as toxic 覇′aste, ozone

depletion,species extinction,destruction of the 、vorld's rainforests, acid rain,giobal 覇/arming. These problems find their roots in misguided government policies,in the actions of irresponsible politicians,

profit―hungry corpOrations,and poverty― stricken peasants,and in"throwaway"lifestyles that consume

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A Language Teacher's Guide to Key Global Education Fields

DEFFNrTroN AzvD

α ョ′Tじ

TrFES

The mOst widely cited definition for the field statesi

Eηυ,知ηttθ切ナαι 9'夕θαすlοη づsαづη切っ,αケμO,%οmgα θづ房zιη9ヶ//Dαナづd力ηο初 刀 『 οabι ι θθ夕ιθι夕ηttηξ チカι ιηυιttηTPt9,ιナαη '体 "ο う 'θ ηd,α夕α脅 げ 力鋤 力 ん効 dο ,υ射 力οs妙陶b'9η s,αη,切οナづυα″,ケονοカ

チOD&″, チカゼι″sο,妨づοη (Stapp et al in WVilke 1993)

The three main goals Of environmental education were clarified at a special UNESCO conference in Tbilisi,Georgia,USSR in 1977 These are(1)to foster clear awareness of,and concern about,economic, pohtical and ecological interdependence in urban and rural areasi(2)tO provide every person with OppOrtunities to acquire the knowledge,values,attitudes,cOmmitment and skills needed to protect and

il■prOve the environment,(3)tO create new patterns of behaviOur of individuals,groups and society as a

whole tOwards the environment(Tbihsi Recommendations in Greig et a1 1987)

FZИ

TbIRES OF 2N7rRO卿

L EDじCよ

TⅢaⅣ

Environmental educators stress that gOOd cnvironmental education ains at e■ lpowerilent,■Ot despair;

that teachers must go beyond merely introducing students to the depressing facts Of p01lutiOn and envirOnmental destruction to shOw hOw襦′e are part of a worldllride movement dedicated to'saving the earth' They strive tO inspire students by introducing pOsitive environmental role models(individuals

such as British rock singer Sting Ⅵ/hO is、vOrking to preserve the Amazon rainforest and groups such as Greenpeace,Friends of the Earth and WwF),and Work to shOw students how to put into actiOn their commitment to achieve a llIOrld free Of poHution

Environmental educators also stress the importance of歩 αθ力づζ αうο%ち ●γ and the environment Teaching,bοクヶthe environment inv01ves giving students knO、 vledge about issues such as rainforest

destruction and air poHutiOn.Teaching)の ″the environment means empOwering students to take action to protect Planet Earth Teachingケ η the environment means creating a natural environmentally― friendly

classroOm which saves energy and recycles materials

EⅣ

7rnO勁

L"じ

CAT」

0,VAじ

TrrITtts

Environmental educators have developed many exciting learaing activities fOr their teaching endangered species role plays,tropical rainforest silnulations,videos on global envirOnmental problens

(12)

class recychng programs,co■ lmunity action research projects and special events centred around Earth

Day(Apri1 22)and WOrld Environment Day l」

une 5)

βⅣFrRθ脚物

cⅣ

И

L EDSCAttOⅣ

SO1/RCES AND ttATJR2LS

There is a large number of books on the environment which language teachers can consult Tん ιG'οうαι

Eθο,οtt Fraη ,b。。″(Global Tomorrow Coalition 1990),T力 ιSケα姥 てアナlDι Eαγチカ4ケ′αs(Seager 1990)and 5θ

Stl″″クJι Tん づηFd 7οtt Cα′I Dο チθ Sαυιケカι Eα″ナん(Earthworks Group 1990)are three good introductory

books

Key books on the theory and practice of environmental education are Eηυづ7ο夕ヶ夕,ιιηケαι Eαttθαナ,οη:T9αθ力ιγ

Rιsο%πι FFcη ,bοο″(Wilke 1993),Eα ″力万ξ力ん:E,"θα′ケοη As r/TIDι P,αη″ 買ιαι19j ttGチチθ惚

'(Greig et al 1987)and T♂,ο力14,FG%θ η(Randle 1 989)Another good resource is G″彿t Tθαθ力ογ

'7α

ξttgτηι(95 Robert

Street,Toronto,Canada M5S 2K5)

Representative classroom materials used by environmental educators include the books T力ι G″ιιη

C,α ssttοη(MasOn 1991)and TんιBケ%ο Pιttγ Gttοη Bοο々(BrOnze et a1 1990)aS Well as the award―winning

video sク αθ2S力ψ Eαγケカ: 0"γ G′οbαサE,9υl陶,1物θηナ(Worldlink 1 990).

Key organizations involved in environmental education are lA/hA/F,Greeapeace and Friends of the Earth

】Ⅳ

7rRONMENttL Eり

SC蕪

留OⅣ ρ

V Fttrθ

LAⅣ

θt/Aθ β 配 氏(野江戸θ

A growing number of language teachers are beginning to experiment with themes, methods and

materials from the field of environmental education Stempleski(1993)has deSCribed some of the

reasons for this and presents these as a rationale for teaching about the environment in language classes:

*the environmental situation is urgent, demanding a response from the entire educational

co■lmunity to contribute to students' awareness of this crisis

*environmental themes are a rich source of topics for content language teaching *environmental issues are ''real― life" issues concerned ttrith the real ⅥFOrld

*environmental issues motivate learners through their interest and relevance *environmental themes can be linked to other areas of the curriculum

*environmental issues provide a useful frameMIork for integrating language skills *environmental topics encourage interaction in class through debate,projects and discussions *learning about the environment can be fun and thus ensures enjoyable, satisfying,positive

(13)

A Language Teacher's Guide to Key GIobal Education Fields

The growing interest of the language teaching profession in environmental education is sho、 ving itself

in many ways Academic language teaching journals and newsletters have pubhshed articles with titles such as"The Environment and EFL"(Stempleski 1993),"Integrating Environmental Awareness in the

ESL Classroom"(Gambee & Klausman), "50 Simple things You Can do tO Teach Environmental

Awareness and Action in Your English Language Classroom"(BrOWn 1991),"Integrating Environmental Education in Second Language lnstruction"σ aCobs 1993)and"Developing Environmenta1/1wareness in Engineering Students''(Friel 1991)

The mttOr international Enghsh teaching organizations have an dealt with envirOnmental issues in their annual cOnferences The international UK― based organization IATEFL held a session in 1990

entitled "HOw Green is Our TEFL"(Simpson 1990)which discussed how tO integrate global

environmental issues into EFL cOntent and hoM′ to reduce the amount of waste paper produced by language teachers and pubhshers. The interaational US― based group TESOL has held M′ Orkshops entitled "ESL: Earth Saving Language" to introduce language teachers to environmental classroom activities and recently organized an aH― day pre―conference institute On teaching about tropical rainforests fOr its 1994 conference in Baltimore ln Japan,the」 apan Association of Language Teachers llALT)held a 1992 conference session on"TEFL:Teaching Environmentally Friendly Language"which featured a unique panel discussiOn on environmental awareness by language students, teachers and

pubhshers

These organizations are also beginning tO promote awareness Of environmental issues in the language teaching profession in other M/ays TESOL, for example, has appOinted environmental officers to its annual conferences to promote recycling and minimize poHution ln 1994,it also began publishing some ofits pubhcations On recycted paper JALT has published a set Of environmental guidehnes to encourage language teachers tO become more environmentally― friendly

The number of published language teaching materials On environmentalthemes is growing every year Commercial fOur―skills English textb00ks designed Mた holly rOund the environment include rEοο%s。勿ナカι

Eηυ17οη,夕ιιηチ(Stempleski 1 993),G“ θο免7И9γ′,(Rabley 1989),rfzα ,ナんιEぁγチカ(Sargent 1991)and Eη ξ力dん

Tll℃″glT Naナ2η(Dorn 1991)The mOre than 20 EFL readers on the environment published in」 apan and

elsewhere include titles such as O%7 Pγ 8θづοιιd Eα7ナカ(Cunningham 1992), Sα υι O"″ P,α切っナ(Knudsen 1991),Aηοナカι″G,7θη V予石9″ια

(Lander 1992)and

ビ年蛉 づθ″万うdナ

S(Martin 1991)

School textbOOks around the world are also dealing increasingly llrith environmental issues as themes for language lessons Nakabachi's1991 survey of high schOol Engnsh textbooks in Japan,for example, found that 620/O ofthe 4 8 books he surveyed contained atleast sOme environmental theme Though this

(14)

amounted to only 6% of the 752 1essons he looked at, a variety of topics were covered ― poHution,

endangered species,energy use,garbage,the greenhouse effect,deforestation,etc (Nakabachi 1992) A look at high school English textbooks in other countries such as Germany, Korea and hl‐ ietnam reveals gra■lmar lessons built around such topics as air and覇 ′ater poHution,recychng and rainforest destruction A group of English teachers in hIIexico have actuaHy built a、 ハ/hole school text round the theme of the environment(Lopett et al 1998)The bOOk revolves around the story of 15 teenagers from

1 5 different countries Ⅵ/ho travel round the world on a sailing ship as part of an ecological crusade to

"save the Earth"

CONCLUS10N

Peace education, human rights education, development education and environmental education

represent the four key component fields of global education They are attracting increasing attention

from language educators due to a ne覇 /but groMIing a、 vareness in the language teaching profession of the global issues facing our、 70rld, of the educational role of language teaching and of the ilnportance of language teaching content

This paper has attempted to give a brief introduction to each of these ficlds l hope this encourages language teachers to further explore global education as an approach to language teaching,to experiment

、vith ideas,materials and resources from these four fields,and to lllork for a peaceful environmentaly― friendly 、vorld 、vhere equality, social justice and human rights are guaranteed for all

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Richardson, R (1978)Fを力房llFノτ″詢つゼJο,″ LondonI Nelson

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(17)

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(18)

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