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Resources
Themes
The following themes were generated at an initial international strategy meeting with project partners from around the world, planning to work with this methodology in various educational institutions and civil society groups. These themes cover the range of subject matter that marries the aims of the project with a range of academic interests and civil society movements.
All of the discussion units for this project are tied to these themes.
- Knowledge and perspectives possible sub-themes: knowledge and power, knowledge and material production, value of (lifelong) learning, whose knowledge
- Environment and Development Possible sub-themes: (use of) resources, property, consumption, preservation, sustainable development, land ownership, trade and bodies, sex tourism, aids
- Migration and Nationalism Possible sub-themes: colonisation, nation, identity, the global and the local
- Culture and Arts Possible sub-themes: language, multiculturalism, literacy, creativity, 'reading' the world, aesthetics, representation
- Poverty Possible sub-themes: wealth, poverty alleviation, class
- Spirituality Possible sub-themes: religion, belief(s), fundamentalism
- Media and Technologies Possible sub-themes: information society, control / surveillance, identity formation, representation
- Globalisation Possible sub-themes: space, place, technological interconnectedness, world trade, free trade, fair trade, monopolies, consumerism, logos, alter-globalisation activism
- Violence and War Possible sub-themes: physical and symbolic violence, conflict, terrorism, peace, militarisation, fear, global war
- Identity and Difference Possible sub-themes: other / alterity, inequality, inclusion / exclusion, image, indigineity, gender, ethnicity, sexuality, class
- Rights and Responsibilities Possible sub-themes: freedom / liberation, global citizenship, health, children's' rights, human rights, north-south relations, social justice
- Freedom and Power Possible sub-themes: democracy, colonisation, global governance, 'the end of history', gender, race, class, knowledge
- Resistance and Negotiation Possible sub-themes: responsibility, charity, aid, development, agency, solidarity and privilege, collective activism, psychology of imperialism, right-wing activism
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Teacher Education Units
UNITs
These prepared units have been developed throughout the project by various members of the project team and in collaboration with other colleagues in many instances. As the methodology has developed so has the style and format of the units although they all follow the fundamental principles of LAO.
The units have been broadly categorised in to 3 user groups. These categories are a guide and by no means fixed. Please feel free to download them and adapt them to your needs. They are designed for you to use both off the shelf and to act as a model to help you potentially to write your own materials.
We do not wish to be overly prescriptive as to the style of material; clearly they need to be pitched to engage your audience as appropriate hence there is a great opportunity to get creative. If you find any great stimuli please let us know. The origin of the materials has been indicated so that you may contact the organisation for further clarification if necessary.
Please look at the following table to gain a clear understanding of the question design with regards to Critical Literacy.
We see the OSDE methodology as one tool to gain skills of critical literacy.
Traditional Reading |
Critical Reading |
Critical Literacy |
Types of questions:
Does the text represent the truth?
Is it fact or opinion?
Is it biased or neutral?
Is it well written/clear?
Who is the author and what level of authority/legitimacy does he/she represent?
What does the author say? |
Types of questions:
What is the context?
To whom is the text addressed?
What is the intention of the author?
What is the position of the author (his/her political agenda)?
What is the author trying to say and how is he/she trying to convince/manipulate the reader?
What claims are not substantiated?
Why has the text been written in this way) |
Types of questions:
What are the assumptions behind the statements?
How does the author understand reality? What is shaping his/her understanding?
Who decides (what is real, can be known or needs to be done) in whose name and for whose benefit?
What are the implications of his/her claims (past/present/future: social, environmental, economic, etc...)?
What are the sanctioned ignorances (blind spots) and contradictions? |
Focus: content and authority and legitimacy of the speaker and the text. |
Focus: context, intentions, style of communication |
Focus: assumptions, knowledge production, power, representation and implications |
Aim: to develop an understanding of the content
To establish the truth-value of the text |
Aim: to develop critical reflection (ability to perceive intentions and reasons) |
Aim: to develop reflexivity (ability to perceive how assumptions are constructed) |
Language: is fixed, transparent and gives us access to reality |
Language: is fixed and translates reality |
Language: is ideological and constructs reality |
Reality: Exists and is easily accessed though sensory perceptions and objective thinking |
Reality: Exists and is accessible, but it is often translated into false representations |
Reality: Exists, but is inaccessible (in absolute terms) - we have only partial interpretations constructed in language |
Knowledge: Universal, cumulative, linear, right versus wrong, fact versus opinion, neutral versus biased |
Knowledge: False versus true interpretation of reality |
Knowledge: Always partial, context dependent (contingent), complex and dynamic |
Adapted and expanded from: Gina CERVETTI, Michael J. PARDALES, James S. DAMICO, A Tale of Differences: Comparing the Traditions, Perspectives, and Educational Goals of Critical Reading and Critical Literacy, www.readingonline.com, 2001
For a fuller explanation and guide to materials design download 'Materials Design' (Word .doc 52KB)
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 Continuing Professional Development / Initial Teacher Education Units
- Knowledge and Perspectives CPD (Other Worlds project, MUNDI) A theoretical introductory unit examining where our knowledge comes from and how we as individuals develop ways of knowing.
- Word document download (41KB)
- Notions of Development E.G. for KS3/4 (GED)
How has defined 'development' previously, by whom and how has terminology changed?
- Word document download (41KB)
- North and South (introduction - KS3/KS4 CPD)
- (Link to website to download) PowerPoint presentation
- North and South (dialogue - KS3/KS4 CPD)
- (Link to website to download) PowerPoint presentation
Introductory units that explain key concepts of development and introduce the concepts of a 'Northern' and 'Southern' perspective in a seriously entertaining way!
- Dealing with controversial issues in the classroom e.g. Terrorism
- PowerPoint presentation download (303KB)
- Response to Terrorism (MUNDI)
This unit was prepared for the SCITT and mainstream PGCE students at Nottingham University to provide guidance about teaching about sensitive and controversial issues. It used the theme of the reportage of the shooting of Jean Charles de Menzes an innocent victim in the 'War against Terror, killed in July 2005 after the London bombings 7/7.
- Word document download (260KB)
- Impact of Gun Crime (MUNDI)
Looking at the media image of Nottingham related to gun crime since the shooting of Danielle Beccan, aged 14 from St Ann's who was shot an killed in a drive past shooting as she returned home from Nottingham's Goose Fair. 2004 Contrasted with images of the impact of armed struggle on children in Columbia and Mozambique.
- Word document download (392KB)
- Globalisation and Diversity (MUNDI)
Includes 2 presentations:
1. McDonaldization
- PowerPoint presentation download (912KB)
2. Globalisation and Cultural Tradition
- PowerPoint presentation download (508KB)
This unit has been used to explore globalisation and it's potential to enhance and possibly detract from the quality of our (global citizens) lives. It is based around a theory called McDonaldization proposed by George Ritzer, an American social theorist in his book 'The McDonaldization of Society', 1993. Unit also looks at the life and success of a renowned South African Ndebele (pronounced 'Debeelee') artists' career, Esther Mahlangu.
- Consumerism (GED)
Thinking critically about Consumerism and Anti-consumerism. Unit appears in a GED newsletter to teachers.
- Word document download (52KB)
- Poverty and Wealth (GED)
In response to the MakePovertyHistory Campaign 2004 this unit was written to enable teachers to explore the issues critically, again in the GED newsletter.
- PDF document download (420KB)
- Culture and Representation (OSDE website)
What is culture, where does the dominant understanding of culture come from and how stereotypes constructed and perpetuated. How do we come to know about other cultures in our society and globally.
- Charity and Development (MUNDI)
Introduces LAO project brief and examines different experiences of volunteers engaging with 'volunteer tourism' overseas self development and development, motives and reflections on experiences.
- PowerPoint presentation download (304KB)
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 UNITS for use with Pupils
KS3 and 4 adaptable to several subjects specialisms in the curriculum.
- Knowledge and Perspectives Introductory Unit KS3/4 (GED)
A theoretical introductory unit examining where our knowledge comes from and how we as individuals develop ways of knowing.
- Word document download (28KB)
- Poverty and Wealth (GED newsletter item Pages 2 & 3)
Introduction to pupils about development and terminology, reflecting on needs and wants.
- PDF document download (420KB)
- Notions of Development E.G. for KS3/4 (GED)
How has defined 'development' previously, by whom and how has terminology changed?
- Word document download (44KB)
- Sport and Development - Global Team mates? KS3, 4, 5 (MUNDI)
Is the 2006 World Cup competition in Germany a potential force for change and agency of active global citizenship? This enquiry explores FIFAs partnership with UNICEF and Coca Cola.
- PowerPoint presentation download (600KB)
- The Impact of Gun Crime (MUNDI)
Looking at the media image of Nottingham related to gun crime since the shooting of Danielle Beccan, aged 14 from St Ann's who was shot an killed in a drive past shooting as she returned home from Nottingham's Goose Fair. 2004 Contrasted with images of the impact of armed struggle on children in Columbia and Mozambique.
- Word document download (392KB)
- Holocaust - Human Rights and Responsibilities (MUNDI)
Bullies and bystanders. Drawing in the themes of the Jewish Holocaust as a stimulus to discussion, where does this knowledge lead us?
- Word document download (256KB)
- Consumerism (GED) Word KS 4 & 5
Thinking critically about Consumerism and Anti-consumerism. Unit appears in a GED newsletter to teachers.
- Word document download (52KB)
- Globalisation and Diversity (MUNDI) KS 4 and 5
Includes 2 presentations
1. McDonaldization
- PowerPoint presentation download (912KB)
2. Globalisation and Cultural Tradition
- PowerPoint presentation download (508KB)
This unit has been used to explore globalisation and its potential to enhance and possibly detract from the quality of our (global citizens) lives. It is based around a theory called McDonaldization proposed by George Ritzer, an American social theorist in his book 'The McDonaldization of Society', 1993. Unit also looks at the life and success of a renowned South African Ndebele (pronounced 'Debeelee' ) artists' career, Esther Mahlangu.
- Oppression and domination (Red Shoes - introduction KS3/KS4)
- North and South (introduction - KS3/KS4)
- North and South (dialogue - KS3/KS4)
- Sustainability (Geckos and Dinosaurs KS3) 'OFSTED EXCELLENT'
- Child Neglect (Street Children KS3)
- Food (KS4)
- Water (KS4)
- Gender (KS3/KS4)
- Justice (KS4)
- Charter of responsibilities (KS4)
- Tribal People's Rights (KS3/KS4)
- Terrorism (KS3/KS4)
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Units for use with year 12/13 students /undergraduates/ community groups
- Knowledge and Perspectives
A theoretical introductory unit examining where our knowledge comes from and how we as individuals develop ways of knowing.
- Word document download (44KB)
- Notions of Development (GED)
How has defined 'development' previously, by whom and how has terminology changed?
- Word document download (44KB)
- North and South (introduction - KS3/KS4 CPD)
- (Link to website to download) PowerPoint presentation
- North and South (dialogue - KS3/KS4 CPD)
- (Link to website to download) PowerPoint presentation
- Charity and Development (MUNDI)
Introduces LAO project brief and examines different experiences of volunteers engaging with 'volunteer tourism' overseas self development and development, motives and reflections on experiences.
- PowerPoint presentation download (304KB)
- Globalisation and Diversity (MUNDI)
Includes 2 presentations
1. McDonaldization
- PowerPoint presentation download (912KB)
2. Globalisation and Cultural Tradition (PowerPoint presentation 508KB)
- PowerPoint presentation download (508KB)
This unit has been used to explore globalisation and its potential to enhance and possible detract the quality of our (global citizens) lives. It is based on around a theory called McDonaldization proposed by George Ritzer, an American social theorist in his book 'The McDonaldization of Society', 1993. Unit also looks at the life and success of a renowned South African artist's career, Esther Mahlangu.
- The Impact of Gun Crime (MUNDI)
Looking at the media image of Nottingham related to gun crime since the shooting of Danielle Beccan, aged 14 from St Ann's who was shot an killed in a drive past shooting as she returned home from Nottingham's Goose Fair. 2004 Contrasted with images of the impact of armed struggle on children in Columbia and Mozambique.
- Word document download (392KB)
- Building Confidence for Travelling the World
- Exploring the issues of travelling responsibly. (MUNDI)
Used with young people attending a public day event hosted by Tourism Concern for young people considering going overseas between A levels and their journey in to HE or work. Not so much a 'gap' year as a year of potential /change/transformation. Could be adapted to look at responsible tourism more generally for geography, and citizenship.
- Word document download (256KB)
- Preparation for Volunteer Work Overseas: - 2 Word Documents
Managing Expectations and Dilemmas in Volunteer Work in the 'South'. (MUNDI)
A session prepared from an undergraduate student-run volunteer project taking volunteers to Tanzania for a few months to work with a small community close to a city. Preparation for cross-cultural working. Could be adapted to prepare to host or go on a school link visit.
- Word document (part 1) download (260KB)
- Word document (part 2) download (24KB)
- Response to Terrorism (MUNDI)
This unit was prepared for the SCITT Initial teacher training course and mainstream PGCE students at Nottingham University to provide guidance about the teaching about sensitive and controversial issues. It used the theme of the reportage of the shooting of Jean Charles de Menzes an innocent victim in the 'War against Terror, killed in July 2005 after the London bombings 7/7.
- Word document download (40KB)
- Holocaust - Human Rights and Responsibilities (MUNDI)
Bullies and bystanders. Drawing in the themes of the Jewish Holocaust as a stimulus to discussion, where does this knowledge lead us?
- Word document download (256KB)
- Consumerism (GED)
Thinking critically about Consumerism and Anti-consumerism. Unit appears in a GED newsletter to teachers.
- Word document download (52KB)
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Other Ideas for Units
- Interdependence
- Globalisation
- Poverty and wealth
- Terrorism
- Militarisation and war
- Nationalism
- Fundamentalism and relativism
- Media Power
- Corporations
- Notions of development
- Violence and non-violence
- Change in society
- Culture and Identity
- Multiculturalism
- Discrimination and marginalisation
- Earth resources
- Consumerism
- Body image
- Drugs, sex and mobile phones (group pressure)
- Future visions
- Food security
- Privatisation
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