AUTUMN / WINTER 2012-13
Where does our food come from?
Why do 1 in 7 people go hungry? Is there enough food for everyone?
We report on the global food system.
5 million producers now
benefit from fair trade. What
next for the global movement?
Find out what it’s like to
be a small holder farmer
in the global food system.
Our Land, Our Storyline:
using drama to explore
controversial global issues.
Resources
Activity packs which focus on food, farming and fair trade. All featured resources
are available to buy or loan from www.seedsforlearning.org.uk
Our Food, Our World
Failte Malawi
Choc- a- Lot
Told through
the lives of five
engaging children
and their stories,
the pack features
a huge range of
activities to explore
food, healthy
eating, transport
and trade issues.
It emphasises common needs and diversity
across the world, encourages pupils to
empathise with others, and helps teachers
challenge prejudice and stereotypes. It
includes a 32 A4 full-colour photo cards,
featuring images from South Africa,
Thailand, France, Mexico and India; A1
display poster and CD-ROM including all
photographs for use on PC or interactive
whiteboard.
Age 5 - 9
Oxfam
Special offer for this issue £12.50
Designed
to support
the Scottish
curriculum,
Failte Malawi
encourages
teachers and
pupils to explore
the links and
commonalities
that are shared between Scotland and
Malawi. With a focus on children’s rights,
the pack covers four topics: water, food
and farming, homes and toys. By exploring
how these needs key needs are met in
Malawi, pupils will learn more about
themselves and their won commonalities.
The booklet provides sample activities
while the full resource, activity sheets and
images are available on the CD ROM.
Age 5-11
Scotdec
Cost £25
This useful
collection of
activities based on
chocolate allows
teachers and
youth leaders to
explore all aspects
of the cocoa trade,
from exploitation
and child labour
to branding and spin. It enables pupils to
find out the facts, develop a wide range of
skills and have confidence to take action
for change.
Age 11 - 19
RISC
Cost £5.00
Bananas and
Cocoa Beans
Pupils are
introduced to fair
trade theory and
practice in this
thought provoking
resource. It starts by
raising awareness
of our global links and then goes on to
look at the negative impact these links can
have. Fair trade is introduced as a positive
alternative, with suggestions of how we
can all take action for change. It includes
teacher information, pupil activities and
photocopiable materials and has been
designed for minimum teacher preparation
and maximum pupil participation.
Age 7 - 14
RISC
Cost £5.00
2 Stride
Go Bananas!
The journey of a
banana from the
Caribbean to the
UK is illustrated
through a
sequence of colour
photographs in the
new edition of this
popular resource. It
provides a range of activities suitable for
whole class, small group and independent
work, which make use of photographs,
maps and up-to-date information on
banana production. It includes a teachers’
booklet and 18 A4 colour photographs.
Age 5-11
Oxfam
Special offer for this issue £10.00
Food and Farming Local
and Global
How does the food
we eat tie us in to
lives and places in
our own country
and all over the
globe? How can
we effectively
engage children
in the everyday
complexity of
live issues about
food and farming? This pack has been
devised by teachers to share ideas about
this debate, including practical examples
of classroom practice. Case studies
include strawberry growing in the Vale
of Evesham, a Gambian school garden
and banana production in the Windward
Islands This resource encourages teachers
of all age groups to think about engaging
their students in questions around food,
farming and interdependence.
Age 7 - 14
TIDE
Cost £8.75
Charlotte Dwyer, Editor
Editorial
There is no simple
solution to world hunger.
Hunger is not just the result of
drought, flood or failed harvest. It is
a result of the way the global food
system works - how food is traded
between countries and how the
farmers, consumers and business
within them interact.
favour of unsustainable cash crops.
In Scotland, Anthony Baxter, outraged
with the ease with which one man,
effectively, took away the land and
property from a small community in
Aberdeenshire, made a film about it
which is now set to be broadcast on
BBC2 this autumn. He shares his story
on page 12.
Angela Higgins – IDEAS
Brenna Nyznik – IDEAS
Charlotte Dwyer – Scotdec
Della Rea – Scotdec
Diana Ellis – WOSDEC
John Dornan – Conforti Institiute
Lynn Baxendale – WOSDEC
Richard Nicodème – Context
Silvia Sabino-Hunt – British Red Cross
Nick Morgan – Education Scotland
We would love to hear
your ideas, comments and
feedback. Get in touch!
[email protected]
Food for Thought
4-5
Can you beat the system?
6-7
Fair trade 8-9
Activity pages
In this issue we consider the changes
that need to be made to the way the
The accompanying education material
global food system works, in order to
reminds us that at the heart of these
support a world where everyone has
conflicts lie the broader issues of power
enough to eat and is paid a fair wage
and who ultimately
for the work they do. As
makes decisions.
consumers, our pupils
‘As educators it is
It is often the case
need to be aware of their
our responsibility
that economics
role within this system
to
facilitate
and
takes precedence
and to reflect on how
encourage our pupils
over environmental
their actions impact on
to research and form
sustainability and the
people round the world.
wishes of the local
their own opinions
community.
Many schools in Scotland and critical responses
have successfully gained to these global issues
the status of Fairtrade
within the classroom.’ As educators it is
our responsibility
School, we hear from
to facilitate and
one on page 16 while
encourage our pupils to research and
Sally Romilly explores the history of
form their own opinions and critical
this movement and evaluates the
responses to these global issues within
impact it has had so far. The Fairtrade
the classroom. Developing the attitudes
movement has tried to address some
and skills of young global citizens
of the big inequalities that exist in
enables our pupils to see personal
the world trading system, which pit
connections with issues such as global
powerful multinationals against small
hunger and empowers them to take
holder farmers resulting in the loss of
informed actions.
productive subsistence farmland in
Stride team
Inside
10-11
We are the 99%
12
Grow Island
13
My Story
14
Forum Theatre
15
Fairtrade Schools
16
Our Crop, Our Land
17
In the Loop
18-19
© IDEAS, Autmn / Winter 2012-13
Stride magazine is printed using
vegetable inks on 100% recycled uncoated
stock, a product with FSC certification.
Design by www.contextdesigns.co.uk
Front cover picture © Aly Wight – www.alywight.com
Stride 3
THEBIGDEBATE
Food for thought
Anne Kane, Education Advisor for Oxfam Scotland, reflects on what role education can
play in creating a world where everyone has enough to eat.
W
hat’s for tea? It’s a question we
ask ourselves every day. But the
truth is, beyond deciding what
we will eat each night; most of us take the
availability of our food for granted.
We do so because we have never really had
to question where our next meal is coming
from.
The fact is: no-one should. Right now
the world produces enough food to feed
everyone and yet one in seven people still
go hungry every day. That must change.
But delivering food for everyone won’t
be easy. By 2050 the world’s population
is predicted to grow from seven to nine
billion and that means many more mouths
to feed.
‘Right now the world
produces enough food to
feed everyone and yet one
in seven people still go
hungry every day.’
Oxfam International has launched a
campaign called GROW which, by fixing the
broken food system, aims to create a world
where everyone always has enough to eat.
www.oxfam.org/en/grow/reports/growingbetter-future
The GROW campaign focuses on four
major issues and puts forward possible
solutions.
Land Grabs
Finding space to grow food in developing
countries has always been tough, but now
the situation is getting out of control.
Land used by families to grow crops
is being taken over in secretive land
deals by wealthy companies and foreign
governments looking for cheap agricultural
space. Families are often evicted with
little or no warning and no compensation.
Such ‘land grabs’ are happening on a huge
scale. In the last decade, an area 29 times
the size of Scotland has changed hands in
developing countries.
Rules must be put in place to govern the
behaviour and actions of local, national
and international investors in relation to
land and natural resources. If land is to be
taken away, transparency and consultation
with communities is crucial to ensure they
benefit from any investment, and receive
appropriate compensation.
Committee for Campesino Unity
Rising Food Prices
Indigenous smallholder farmers in Guatemala
are being violently evicted as companies move in
to satisfy Europe’s hunger for biofuel for cars.
4 Stride
After decades of progress, the number of
people without enough to eat is increasing.
Food spikes are a big part of the problem
and they’re hitting the poorest hardest.
When you spend up to 75% of your weekly
income on food, as many families in the
developing world are forced to do, sudden
price rises have a particularly destructive
effect.
Even here in Scotland, price rises are
having a major impact on some of our
most vulnerable people because they are
least able to respond to surging prices at
the checkout.
“For with the land comes
the right to withdraw the
water linked to it, in most
countries essentially a freebie
that increasingly could be
the most valuable part of
the deal” Peter BrabeckLethmath, CEO, Nestle.
Price spikes have many causes – the
changing climate, oil prices, dysfunctional
commodity markets where food is treated
like stocks and shares, biofuel subsidies
that mean crops end up in cars and not
on plates - but what’s clear is that we are
facing a whole new challenge. It’s time for
governments to come together to address
long term problems with the way food is
produced and distributed globally.
The cruel irony is around half of those
going hungry in the world are small-scale
farmers (see the GROW ‘Where are the
Hungry People’ chart).
In part this is because crop yields are
flatlining following a century of increase.
Billions of pounds of public money is
now being ploughed into unsustainable
industrial farming in the Global North. Yet,
given the right support and investment,
small-scale farmers, many of them
women, have huge potential to grow more
food potentially increasing production by
as much as 30%.
In Vietnam, for example, the number of
hungry people has been halved in just
12 years - a transformation kick-started
by government investment in
small farmers.
Climate Change
The formula is pretty simple: as global
temperatures rise, crop yields will fall.
According to some predictions,
yields could be cut in half in
some African countries.
At the same time,
extreme weather
events, like heat
waves, droughts
and floods, are
becoming ever
more frequent
and severe, and
the seasons
people rely on
to grow crops
are becoming
even more
unpredictable. Rich, developed
countries, including
Scotland, did much to
cause climate
change. We now have
a responsibility to
both cut our emission
levels and help those
already most affected
by climate change to
adapt their lives.
The Role of
Education
The separation of
consumers from sources of food has
become wider with every generation.
Food comes from the supermarket, out
of season and shiny. A report to Scottish
Government in2009, noted that the
four big supermarkets (Tesco, Asda,
Sainsbury’s and Morrison’s) accounted for
71.5% share of the food retail market in
Scotland. (Food Affordability, Access and
Security: Their implications for Scotland’s
Food Policy, June 2009.)
Teachers have an opportunity to explore
Global Citizenship questions
about ‘Food and Land’
issues, both local and
global, and looking at
the human cost of
Climate Change.
How does the
food we eat tie
us into lives and
places in our own
country and all
over the world?
What choices
do we make as
consumers?
‘Given the right support and
investment, small-scale
farmers have huge potential
to grow more food.’
Whose rights and whose responsibilities
are affected by these choices?
It matters more than ever that we
understand about our food, what is in it,
where it comes from, how it grows and
who grows it. It matters because it affects
all of us.
Look out for the new CPD workshop, Food
For Thought: investigating the Global Food
System, offered by Scotland’s six Global
Learning Centres. (See page 19)
Oxfam has also produced an online
resource around these themes which can
be found at www.oxfam.org.uk/education
See next page for a simulation game from
the resource.
Leyla Kayere selling her
tomatoes. The farming village
of Mnembo in Malawi is totally
self-sustainable.
Picture: Abbie Traylor- Smith
Small Scale Farming
Stride 5
Activity ideas
Can you beat the System?
This is a simulation game to introduce pupils to the idea of a global food system
by putting pupils in the position of a small holder farmer producing food which
goes into this system. It highlights some of the inequalities in the system and
helps them to think about the challenges small holder farmers face.
What you need
Crop templates and scenario cards (see facing page), 1 pencil per pupil, sheets of A4 paper, 2 pairs
of scissors, 2 colouring pencils and 1 crop template per group.
What to do
Show pupils the crop template. Explain it is called maize and is grown across the world. Have
they eaten it? (Sweet corn is a type of maize). Do they eat beef? Maize is used as feed for cows.
Draw out the idea that there are connections between people who grow and people who buy food.
They are going to find out what it is like for farmers growing things like maize.
Split the class into groups of 4 and give out materials. Explain that they are now farmers living
in a less economically developed country, making a living by growing food (maize) to sell at
a local market.
Each group must create as many completed ‘crops’ as they can in 10 minutes using the
materials provided. The group who produces the most crops wins the game. However
they may have to cope with a change in circumstances…
Give each group one of the scenario cards, run the game for another 5-10 minutes. Then
give them an additional scenario and run it again for another 5 – 10 minutes. Repeat again
if you wish.
At the end declare the winning team. This should be the group who experienced scenario 4.
Reflection and evaluation
Debrief with the pupils what it was like being a small farmer as part of this
global system. Include the following points:
What was it like being a small holder farmer in the global system?
What was challenging? Why?
How did each group manage after the scenarios were introduced?
How did this make them feel?
What was fair about the game, and what was unfair?
Explain that the game illustrates some of the challenges and inequalities small
farmers face within the global food system. Draw out the different experiences
of being supported (by the government) or not supported (other scenarios).
What would the impact be on the wider global food system of farmers?
Would the system be fairer if small farmers were supported?
Adapted from Oxfam www.oxfam.org.uk/foodforthought
6 Stride
Simulation game Level 2 / 3
SCENARIO CARDS & CROP TEMPLATE
Scenario 1: Climate change
Background
Global temperatures are rising due to climate change.
This means some of your crops will die. Also extreme
weather like heat waves, droughts and floods will
get worse and happen more often. The seasons will
become unpredictable. This means the amount of
food (yield) you can grow will go down.
Action
Your farmland is flooded and your crops are
destroyed. When the floods recede, it takes months
to repair the damage and start producing again.
What you must do
Any crops you’ve completed in the game so far will be
destroyed. You must sit on your hands for 30 seconds
once the game re-starts.
Scenario 2: Your land is bought
by a wealthy company
Background
Wealthy companies buy cheap land in poor countries. But
sometimes the land they buy is actually being used by poor
families to grow food. These families are often told to go
(evicted) with little or no warning, and they are often not
given much money to make up for this. Sometimes the land
is used to grow biofuels and sometimes the land is left so the
buyer can keep it to use later.
Action
Half of the land you farm has been bought by a large global
food company and you are no longer allowed to farm it.
What you must do
Half of your remaining paper will be removed re-starts.
Scenario 3: Food prices rise
Scenario 4: Investment
Background
Background
Up until a few years ago the number of people in the
world who didn’t have enough food to eat was going
down. Now however that number is going up. A big
reason for this is because the cost of food is going up.
This means many families have to spend 75% of their
money every week just on food. If food prices change
suddenly families cannot cope. Farmers who grow food
to sell also have to buy food, so this affects them too.
Action
As a farmer you can no longer afford to buy essential
food you cannot grow yourself. You don’t have any
savings so you have to sell things you need to farm,
such as farming equipment, to have enough money to
buy food.
The 500 million small farms across the world grow enough
food for 2 billion people – or 1 in 3 people on earth. This
shows the impact that small farmers have in the global
food system. However they can grow more food. With
support from their government and help to improve farming
methods their yields (amount grown) can go up.
Action
The government spends money to support your farm.
What you must do
You will receive additional scissors, pencils and paper.
What you must do
Half of your scissors and pencils will be removed.
p
Cro
te
la
mp
te
Stride 7
Fair
trade
A drop in the ocean?
Sally Romilley, from the One World Centre Dundee, explores the extent to
which the fair trade movement has changed the way we shop.
Picture: Simon Rowles
However, the Fairtrade Foundation has
been criticised for enabling companies
to use the FAIRTRADE Mark on flagship
brands to effectively ‘greenwash’ their
overall image, as the Mark is awarded to a
product, not a company. Conversely, iconic
brands switching to Fairtrade standards,
means a huge number of farmers and their
communities are now reaping the benefits
and helping to raise the profile of the
movement. Very often co-operatives which
meet the Fairtrade standards can only sell
a fraction of their crop at the Fairtrade
price because consumer demand is too low.
Olive farmer, Palestine. (Fair Trade Producers Company)
T
his summer saw UK dairy farmers
hit the headlines. Their rallies
and protests highlighted that a
further cut in the price paid for their milk
would mean they earned less than it cost
them to produce it. Clearly this is not a
sustainable situation. Yet this is often
precisely the situation for thousands of
farmers across the world growing and
harvesting crops we rely on here, from
coffee to cotton.
Fair trade is about much more than an
extra couple of pence on a banana or a bar
of chocolate. It’s about turning the whole
trading system as we know it on its head,
and starting from the perspective of the
farmer or producer, and what she or he
needs to receive to earn a decent living.
It’s an alternative model of trade, set up to
meet the basic needs and rights of those
who would normally be at the bottom of
the chain. It is unique in being the only
trading system to have poverty reduction
at its core.
A successful movement
The Fairtrade Foundation licences the
use of the FAIRTRADE Mark in the
UK, to products containing certain
8 Stride
crops or ingredients for which there
are internationally agreed criteria, as
monitored by Fairtrade International (FLO).
There are now nearly 5000 such products
available, bringing direct benefits to over 5
million producers and their families.
No-one twenty years ago could have
foreseen the enormous growth and
indeed popularity of the movement. Sales
‘It’s about turning the whole
trading system as we know
it on its head, and starting
from the perspective of the
farmer or producer, and what
she or he needs to receive to
earn a decent living. ’
of food products with the FAIRTRADE
Mark reached a billion pounds last year,
representing 1% of the UK shopping basket
spend. This is down in no small way to
the fact that supermarkets responded to
consumer demand and all now stock a
range of Fairtrade products. Best-selling
brands of confectionery now proudly
sport the familiar blue and green symbol.
Fairtrade has gone mainstream!
A further criticism comes from an
environmental perspective. A desire to
support local producers and reduce our
carbon footprint is seemingly at odds with
buying food from countries thousands of
miles away. Yet it is these very countries
which are bearing the brunt of the current
crisis in the world’s food system and
environmental degradation brought on
through climate change. It is a difficult
balancing act but one we should all be
responsible for as global citizens and
consumers.
A fair model in an unfair world
While Fairtrade aims to create equal
partnership between Southern producers
and Northern importers and consumers,
it is still a movement dominated by the
Global North. Despite the involvement
of producers’ representatives in decision
making, labelling organisations dominate
the process of setting criteria and
monitoring, they have the power to choose
which producers to work with and are
closer to the consumer.
A truly just trading system can only
develop when there is a radical shift in the
balance of power so Southern countries
can develop their own economies to suit
their own needs. Of course this needs
an overhaul of the rules which govern
international trade, rules which are
designed by Global North regarding tariffs
Picture: Annette Kay
Tea picking Malawi.
and subsidies to favour their own interests
at the expense of the Global South. The
current system of fair trade is a stage in
the process of forcing such a shift. It is
an example of trading which attempts to
balance the desire of the consumer for
‘value for money’ with the wish of the
producers to earn a living wage. Changing
the current dominate system requires
political action, which will hopefully be
inspired by what the consumer-driven fair
trade model has managed to achieve.
The future of the Fair Trade
movement
As Scotland gears up to become a Fair
Trade Nation* this autumn, we should
ask what is the future for the fair trade
movement? I believe we need to look to
the fair trade pioneers, those 100% fair
trade companies like Traidcraft, Equal
Exchange, Cafedirect and Divine Chocolate,
who have proved that a different way of
trading is possible. Without their wholehearted commitment, and perseverance,
laying the foundations and working longterm with producer groups to reach the
Fairtrade standards, there would be no
mainstream market.
Traidcraft believes the wide availability
of fair trade products has “eroded the
points of difference” between what the big
players do and they do. So this autumn,
they are launching a new ‘more than just’
range, supporting and trading with new,
‘A truly just trading system
can only develop when
there is a radical shift in
the balance of power so
Southern countries can
develop their own economies
to suit their own needs.’
as the world’s food system as a whole
needs a micro approach, so does the fair
trade movement.
Our role as educators
Many schools across Scotland have
been successful in becoming Fairtrade
schools and the curriculum provides many
opportunities to explore the issue. As with
so many global issues, teaching about fair
trade is not about giving easy answers or
suggesting simple solutions but equipping
children and young people with the skills
to think, to question and to explore
viewpoints and values. It’s about giving
them an education which enables them to
develop open-minded attitudes and the
skills to weigh up arguments and make up
their own minds. And above all, nurturing
in them the values which will lead us all to
respect and cherish our common humanity,
and act accordingly.
Useful websites
Picture: Simon Rowles
small-scale farmer groups from the most
marginalised communities, producers who
would otherwise never be able to export
their products. They will also be supported
to help find local markets. Some of the
products will be packaged in the country of
origin, a major step forward in overcoming
trade barriers.
Coffee farmer, Uganda
Divine would like to see more, “support for
social-enterprise models, for co-operatives
and for employee-ownership – a future
where money and decision-making is in
the hands of the many, not the few.” Just
Fairtrade Foundation:
www.fairtrade.org.uk
Fairtrade International:
www.fairtrade.net
Traidcraft:
www.traidcraft.co.uk
Equal Exchange:
www.equalexchange.co.uk
Cafedirect:
www.cafedirect.co.uk
Divine Chocolate:
www.divinechocolate.com
* For details of the campaign to make Scotland a Fair Trade Nation, see the website of the Scottish Fair Trade Forum, www.sftf.org.uk
Stride 9
LEVELS 1 & 2
Activity ideas
1. What is fair?
In these activities pupils explore the things in our personal lives and as a society that
are ‘unfair’ and reflect on the concepts of unfair treatment and prejudice.
What you need
Reflection and evaluation
Small prizes, coloured stickers (2 colours)
Hold a class debrief on what happened. Include the
following points:
What do you think the difference is between the
groups?
Were groups treated fairly?
Was this fair?
Can they think of other situations where this
happens?
Do we sometimes do things which are unfair?
Whose responsibility is it to make sure things are fair?
Can they think of any examples beyond the personal
level? Whose responsibility is it to make communities
or society fair?
Can we do anything to make the world a fairer place?
What to do
Stick a coloured sticker on each child, either randomly
or follow a factor such as blue eyes / not blue eyes. If
the pupils ask what the stickers mean tell them they
will find out later.
Invite one group to sit at the desks, while the other
group remain standing. Offer the seated pupils a
choice of activity. Once selected all the class do the
activity. The seated pupils should always be asked the
questions, praised, rewarded and selected in place of
the standing group.
2. What do we want from our food?
This activity places fair trade within the context of a number of choices we make when we buy
our food. Pupils need to prioritise those choices and decide which are the most important.
What you need
What do we want from our food? cards (see below)
1 set per group cut up.
Kind to
animals
Good for
wildlife
Cheap
Locally
produced
Fairly
traded
Good
quality
Healthy
Ethical
Fresh
What to do
Organise pupils into groups and ask them to
brainstorm what things we need to think about
when buying food.
Give each group a set of cards and ask them to
‘diamond rank’ (see diagram right) the cards in
order of importance.
Share group decisions with the class. Can the
whole class reach a consensus about 2 or 3 things
that mattered most when choosing our food? Was
fair trade one of those? Why / why not?
Reflection and evaluation
Do all the groups agree on what is most important
when choosing our food?
What did you find easy or difficult to agree on?
Are there other matters we should take into
consideration when choosing our food?
How important is fair trade when choosing food?
10 Stride
1
– highest
2 2
3 3 3
4 4
5 – lowest
LEVELS 2 & 4
What is trade?
This activity gets pupils thinking about what ‘trade’ means and how at times it might be
fair or unfair. There is also an option to reflect more closely on pupils own involvement
in the issues involved in one product, in this example, bananas.
What to do
Reflection and evaluation
Designate 3 areas in the room; 1 for agree, 1 for
disagree and 1 for not sure.
Once you have finished the activity hold a discussion
with class which raises the following points.
Explain that you will read a series of statements about
trade and or /banana trade. Pupils must move to the
area of the room which indicates their response.
What came up that they had not considered before?
For each statement, once pupils have moved into
position, ask a few of them why they chose their
response and what they feel about the statement.
Did the activity make them change their views on
anything?
Are there any issues that they are still unable to make
their mind up about?
Does the answer change depending on the context?
S
n trade
o
s
t
n
e
m
e
t
a
t
❱ All trade
involves
money.
ntries
❱ All cou al
u
have eq
nities to
oppor tu other
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trade wit s.
countrie
be
dn’ t s at
l
u
o
ana
e sh
❱ W sell ban ake
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To m s a
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get
so c veryone hould
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e
s u r e e a l t h ey u c h .
m
d
fair twice as
co s t
❱ It is bett
er
to grow all
our
own food
here
in the UK
than
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workers’ rights
We have enough
ry about.
in the UK to wor
❱ Subsides for farmers, whether in
the
Caribbean or in Europe, are vital for
their
survival in today’s global economy.
Stride 11
from ‘Funny Island’
by Craig Maclachlan,
Iochdar Primary
School,South Uist.
Activity ideas
Grow Island
debate
LEVELS 2 & 3
Pupils will find out about land rights and how decisions about resources are linked to
the power of different people. They will think about fairness and future sustainability.
Warmer
Give pupils a large piece of paper and tell them it
represents their land. They must write or draw 5 uses
for the land for things they would like to do. (E.g.
playground, swimming pool, cinema) Next ask them
to draw or write 5 ways to use the land to get things
they need (e.g. food and shelter).
In groups of 8 give pairs of pupils one of the 4 role
cards below. Give them 5-10 minutes to prepare their
argument. Remind them to think about how they can
influence people to get what they want. Groups have
a debate and the government representative must
decide who to sell the land to.
Share the ideas and create a list on the board. Ask the
class “Is there enough land for all the things?” Discuss
which things on the list are the most important. As
a class, make a list of the 5 basic needs which they
consider most important.
At the end of the debate ask the government
representatives who they sold the land to and why.
Role play
Tell the class that they own a small island. Most
people living on the island grow their own food on
the land to eat, or to sell to buy food from elsewhere.
However, there are different groups of people on the
island who all want to use the land. Pupils will pretend
to be those people and have a debate, in role, to
decide who will get the land.
Hold a plenary and include the following points:
• Who will be better or worse of now? Why?
• Will food production for the islanders be a problem?
• Will they be able to meet all their basic needs now
and in the future?
• Is it a fair situation?
Prompt pupils to think about ownership, power, and
money and why resources like land are contested in
this way.
Role cards
You work for the government.
You think that:
• No one else has papers saying they own
the land, so you think it belongs to you
• You have the power to decide what
happens to it
• You can make lots of money if you sell it
• As long as you make money you don’t
mind what happens to it.
You are a farmer who is farming the
land. You think that:
• It is your land because your family has
been farming on it for many years
• But you have no papers to prove this
• You grow crops to sell at the local market
to make money
• 50 local people work with you on the land
• You have very little money.
You are a rich business person.
You think that:
• The price of the land is very cheap
• You don’t want to use the land right now
or let anyone else use it
• The land will be worth more in the future,
so you will sell it then to make money
• You do not want to employ local people
• You have lots of money to persuade some
to sell it to you.
You work for a multinational
business. You think that:
• You will grow crops on the land to turn
into biofuels, to send to a rich country
• You will use machines so will only need
to employ 20 people to work on the land
• You have lots of money to persuade
someone to sell.
Adapted from activities in the GROW resource. See the full range of activities at www.oxfam.org.uk/education
12 Stride
We are
the 99%
W
hen the Occupy movement in
New York gathered on Fifth
Avenue to beam the trailer of
You’ve Been Trumped onto Trump Tower,
they came equipped with ‘The Illuminator’
– a van emblazoned with the logo ‘We
are the 99%’. Moments later, the vehicle’s
roof-top projector flashed a cartoon image
of Donald Trump across the façade of the
60 storey skyscraper accompanied by the
message, ‘Wanted for Crimes Against
Environment’. The voices of the residents
of the Menie Estate in Aberdeenshire
were heard echoing in the shadow of
Manhattan’s most famous street, as
yellow cabs rushed by. Aberdeenshire
fisherman Michael Forbes was first. ‘It’s
my home. I’ve stayed here for 33 years.
And he won’t put me out of it.’
Minutes later, Justin Wedes, Occupy Wall
Street’s Organizer leapt on top of ‘the
Illuminator’, and addressed the gathering
crowd: “It’s a story that has to be told, an
exemplary case of the 99% against the 1%
corrupting the political process, destroying
our land, destroying the earth, and we
have to speak out or we’ll have no more
earth to speak out for.”
It was a defining moment. You’ve Been
Trumped, which captures the confrontation
between Donald Trump’s golf course
project and a proud group of homeowners
in Balmedie, north of Aberdeen, had just
been held over for a second week in New
York City, after a successful theatrical
release in the UK. And what started as
Picture: David McCue
Anthony Baxter took
action against the
environmental vandalism
he saw happening on
the Aberdeenshire coast
which resulted in the film
You’ve Been Trumped.
Here he explains how his
low budget movie became
a powerful symbol for
activists globally.
a no-budget attempt to document the
environmental impact and get to the
truth, was now being adopted by the very
movement that had given the 99% a voice.
The film which the First Minister Alex
Salmond has refused to publically watch,
was now making headlines in The New
York Times which splashed across its
Weekend Arts section ‘Billionaire versus
The Little Guy’. Bill Moyers, one of
America’s most respected journalists and
‘You’ve Been Trumped was
made during a time when
the world was becoming
more attuned to the
consequences of unfettered
power and money. ’
broadcasters was hailing You’ve Been
Trumped as a ‘remarkable, moving and
important film’. Donald Trump meanwhile
had taken to the airwaves to dismiss the
film as “third rate” whilst his organization
issued a statement branding the residents
“a national embarrassment for Scotland.”
That’s not what New Yorkers were saying
in post screening Q&As. The dignified,
funny and exquisitely perceptive
residents, who quite by accident have
ended up spending a fairly significant
chunk of their adult lives defending
our shared natural heritage, were being
lavished with praise for the way in
which they had stood up for their homes
and land, the ridicule from Aberdeen’s
newspapers and persistent harassment.
I had always felt the film’s subject
was an important one for the United
Kingdom. And I knew there was a
universal theme that the gorgeous music
of Jónsi and Scottish singer songwriter
Karine Polwart helps to underline.
But I wasn’t prepared for how deeply
You’ve Been Trumped would resonate in
places seemingly far removed from the
shores of the North East of Scotland.
You’ve Been Trumped was made during a
time when the world was becoming more
attuned to the consequences of unfettered
power and money. The painful global
financial crisis, and the Occupy movement
it spawned, has been the real-life backdrop
for the many film festivals that asked
to show You’ve Been Trumped before its
theatrical release. Whether in Alabama
or Zagreb, it was obvious that the events
that unfold in You’ve Been Trumped were
somehow encapsulating the widespread
anger about the actions of what all were
now calling ‘the 1%’.
For that we can credit the residents
of the Menie Estate who are not
impressed or blinded by celebrity, and
for whom Donald Trump is, in Susan
Munro’s immortal words, just a man
with “a bit of a name” and “a few
pounds they reckon in his pocket.”
Stride 13
My story
Martine Leitch from Swinton PS, Glasgow, explains why she is so passionate
about taking a rights based approach to teaching and learning.
F
rom a very young age, I was
encouraged to ask questions at
home. However, I can recall very few
opportunities that allowed me to truly
question within the classroom. A very
vivid memory from my own school days
was being asked to leave a maths class
because I was asking too many questions.
I still remember the frustration of being
reprimanded for questioning theories that
I wasn’t expected to understand but just
accept. As I began my own teaching career,
I made a commitment to ensure that the
learners in my class did not experience this
same frustration.
Ironically, several years after qualifying
as a primary teacher, I undertook a
postgraduate certificate in Philosophy
for Children, and very quickly realised
that I thrived on the challenge of trying
to answer ‘big questions’. I was thinking
much more critically about the world
around me and wanted to encourage my
pupils to do the same. I began seeking
CPD opportunities that would support me
to do this.
After a business placement at SCIAF, I
decided to explore issues such as fairness
and equity through a Fair Trade topic.
This project had a great impact not only
on the pupils but also on my colleagues,
14 Stride
who were impressed by the motivation
and engagement of my pupils. Fair trade
became a context for learning across the
school, involving all teachers. Such was
the success that I was inspired to further
my own knowledge and understanding
of Global Citizenship. It was at this
point that I was introduced to WOSDEC.
‘I became increasingly aware
that many of the issues
and topics I was exploring
with pupils in the classroom
encompassed the theme of
rights...’
I was attracted to a CPD opportunity
that aimed to facilitate critical thinking
using the context of global issues. I left
the session feeling more motivated and
inspired than ever. Working with WOSDEC
has provided me with a network of ‘like
minded’ teachers, who were keen to share
ideas and support others in developing
Global Citizenship. I joined one of their
funded projects and was invited to attend
informal network meetings which allow
teachers to share ideas and learning.
Through developing a greater understanding of Global Citizenship and
exploring key issues, I became involved
with the promotion of children’s rights. I
became increasingly aware that many of
the issues and topics I was exploring with
pupils in the classroom encompassed the
theme of rights, and I am now responsible
for a whole school approach to rights
education. I work with pupils, parents
and staff to develop their knowledge and
understanding of the UN Convention on
the Rights of the Child (UNCRC). A rights
based approach has become integral to
the ethos of our school.
In recent years, I have been greatly
involved in developing classroom
approaches to Human Rights Education
and am extremely passionate about
supporting others in doing so. This
has contributed greatly to me recently
receiving GTC professional recognition for
my work in this area.
Global Citizenship has not only amplified
my love of teaching and learning, but has
inspired and motivated the young people
that I work with to become active citizens.
There is nothing more rewarding for a
teacher than to observe pupils developing
the necessary skills and qualities to
inspire change and influence others
around them.
FROMSCHOOLS
Exploring
HIV through
theatre
Deans Community High School,
Livingston
T
heatre can be a powerful tool for
education. With World AIDS Day
(1st December) on the horizon, last
winter the British Red Cross decided to
put theatre to work, using it to explore the
complexities of the global HIV crisis with
S6 students in West Lothian.’
A small, extracurricular group of pupils at
Deans Community High School, Livingston
volunteered to pilot new British Red
Cross education work, which combines
peer education drama techniques such as
role play to develop empathy and public
awareness around the issue of HIV.
Drawing on the theatre’s young, but rich,
history of application to education, social
change and citizenship (based largely on
Augusto Boal’s Theatre of the Oppressed),
the workshops were designed with
Curriculum for Excellence in mind, and its
many overlaps with the British Red Cross’
humanitarian education programme.
One of the highlights was an exploration
of the stigma and misinformation that
surrounds HIV using Forum Theatre. Forum
Theatre is a ‘rehearsal for real life,’ typically
an allegorical scene that challenges the
audience to actually intervene in the action
onstage and change the scene’s outcome.
Pupils interacted with the scene
through ‘thought-tracking’, where a
hand on the shoulder of any character
commands a monologue of his or her
thoughts at that exact moment in the
conflict. Once comfortable moving about
the performance space and involving
‘These are theatrical scenes
or spectacles performed in
public spaces, designed to
raise awareness or provoke
thought about social issues.’
themselves in the drama, students had the
opportunity to replace actors mid-scene
and try alternative approaches of conflict
resolution and responsible dialogue.
Witnessing one character discriminating
against another, for example, students
would step into the action, standing up to
the antagonist as either a third party or
as the victim themselves. Forum Theatre
proved a stimulating and engaging way
to help pupils build on their knowledge
of the HIV crisis at home and abroad,
while providing them with the tools and
leadership skills to educate others.
The pupils also enjoyed brainstorming
their own ‘Guerrilla Theatre’ action projects
(also known as ‘Street Theatre’ – flash
mobs being a popular example). These are
theatrical scenes or spectacles performed
in public spaces, designed to raise
awareness or provoke thought about social
issues.
Pupils were challenged to plan their own
vignettes that communicated important
aspects of the global HIV crisis, from its
impact on health to its implications for
families, economies, and food security.
One group thought to stage a ‘die-in’,
where in the middle of the lunch period
pupils would drop to the floor at the same
rate that people die of HIV globally, one
every fifteen seconds. Another group
donned props and costumes and portrayed
the revolving door of a developing world
doctor’s office, where the physician could
hand out diagnoses, but no treatment.
Pupils were excited to learn new and
engaging forms of Expressive Art, and
creatively applied these practices to the
communication of global issues to their
peers. Individual and group evaluations
and reflections were recorded weekly,
and provided a valuable, visual means of
tracking pupils’ learning throughout.
For more information on British Red Cross
humanitarian education workshops, please
contact Sarah Cassidy, Youth & Schools
Manager – Fife, Lothian and Borders, at
[email protected]
Students attempt to put in order the 'vicious cycle' of HIV and its impact on families and economies.
Stride 15
FROMSCHOOLS
An enterprising approach to Fair trade
Holyrood HS, Glasgow, have a long standing link with Lomola Primary
School and Stella Maris Girls School in Malawi.
H
olyrood HS, Glasgow, have a long
standing link with Lomola Primary
School and Stella Maris Girls
School in Malawi. Both schools have been
working on rights and have developed
their own Charter of Rights. The girls
in Stella Maris focussed particularly on
rights for women and girls and established
the Empowering Girls Group at Lomola PS.
Holyrood HS fair trade group.
The group makes and sells various craft
items in order to help support themselves
and their future education. Supported
by the Thyolo papermakers, an artisanal
group committed to sustainable craft
methods, the girls make cards, jewellery,
pictures and other items using recycled
materials and paper.
Fairtrade schools
The Fairtrade School Award
gives recognition to pupils
and teachers who show
commitment to raising
awareness of fair trade in their
school and local community.
Sally Romilley spoke to pupils
Qasim Aslam and Shona Ellis
and DHT Fiona Low at Morgan
Academy, Dundee.
What does it mean to you to have
Fairtrade School status?
Fiona: It shows we demonstrate
responsible Global Citizenship throughout
the school and it puts into practice our
aims and values; to treat everyone fairly,
not just those within the school building.
Shona: We are doing something collectively
– it’s not just the pupils, but the canteen
and the staffroom are supporting it as
well.
Qasim: As a school, I feel we’re making a
difference.
16 Stride
How easy was it to achieve the award?
What were the challenges?
Fiona: We were building on existing
practice. Renewing it annually will probably
be more of a challenge; increasing what we
do and keeping it fresh. Many of our ideas
are led by the pupils.
Qasim: It is important that the teachers
supported our ideas.
What changes have you noticed as a
result of working on fair trade?
Fiona: In general, our pupils are quite
compassionate and want to see a fairer
world. They are aware of unfair conditions
and they know what Fairtrade means. For
the pupils on the Fairtrade committee,
they are developing their organisational
and decision making skills, and growing in
confidence.
Shona: It was a great experience to have
a sugar producer from Malawi visit the
school. I didn’t realise how much money
from Fairtrade was going into community
projects. That really reminded us what we
were working for.
In order to establish new markets for the
products, the group works in partnership
with Holyrood HS pupils, who buy their
products and sell them in their school and
local community. This has enabled the
girls to buy more materials and to make an
income from their crafts.
The pupils are involved in selling, planning
and marketing the items. This includes
leading for assemblies, informing their
peers of the project and writing an
information leaflet for parents.
This innovative project illustrates fair trade
on a micro level and is a good example of
how school partnerships can work to the
benefit of both partners.
To become
a Fairtrade
School
you need
to meet
5 goals
• Set up a Fairtrade School
Steering Group with at least half
pupils and which meets at least
once a term.
• Write and adopt a Fairtrade
Policy which has the support of
the board of Governors and is
signed by the Head teacher.
• Use and sell Fairtrade products
as much as possible.
• Learn about Fairtrade in at
least three subjects in two year
groups.
• Take action for Fairtrade at least
once a term in the school and
once a year in the community.
To find our more visit: www.
fairtrade.org.uk/schools/how_to_
become_a_fairtrade_school
Our Land,
Our Storyline
Sandra Lyon from Oakgrove PS
and Frances Boyle from Notre
Dame PS explain how taking
part in an innovative project
linking Global Citizenship and
drama impacted positively not
only on their classes but across
their schools.
Pictures on this page: Pupils from Oakgrove primary school stage a protest against land grabs.
“I
recommend this topic for every
school in the world,” says one of
the boys who took part in this
innovative approach to the primary topic
of ‘Farming’. The Global Storylines project
uses the methodology of storylines
to explore global issues; this enables
learners to become more directly involved
with a social or environmental issue
thus prompting deeper and more critical
reflection.
Supported, by WOSDEC, Glasgow City
Council and Strathclyde University who
have developed the project, the schools
used the Our Crop, Our Land Storyline,
which explores the complex issues of food
security and land grabbing. The pupils
begin by exploring food as a human right
and a commodity; investigating farms
around the world and food journeys from
harvest to consumption. The stories
take place on imaginary farms where
everyone grows the same imaginary crop.
They create the environment needed
to grow their crop, and then the family
groups and characters who farm the
crop. In this storyline a developer arrives
on the farm and they find out that
the government has sold the farmland
as it sits within a wider area being
developed. The pupils had to respond
and they decided to stage a protest.
‘The pupils begin by
exploring food as a human
right and a commodity;
investigating farms
around the world and food
journeys from harvest to
consumption.’
Both teachers agree that the project
has really motivated pupils. “The
impact on the children is amazing,”
says Sandra, “they are reflecting on
everything they do and say and how
they work together.” Frances adds:
“It really gave them the enquiry skills
and communication skills to be effective
learners and made them realise that
if you want to know the answer to
a question you can find out.”
For the teachers involved in the project it
meant moving away from the traditional
role of a teacher and handing over to
the pupils; in effect, “stepping out of
the comfort zone”. Sandra goes on:
“I’ve been teaching for 26 years and it
is not easy to let go. If things started
to go too far you can stop the drama
and ask everyone to reflect on what is
happening, empowering the pupils to
resolve the problems themselves. “
The relationship has changed between
the children and the teacher for the
better, with both children and teachers
developing as reflective learners
alongside each other. It has also had
a positive impact on the relationships
between pupils and their behaviour.
Both teachers agree that the support
from Wosdec throughout the project
was invaluable. Frances says:
“It was a different way of working and
they have given us teaching strategies
that can be used in every area of the
curriculum, it’s about developing an ethos
in your class. Global Citizenship is not a
subject, it permeates every area of the
curriculum. It is about an approach and
asking questions is a big part of that. It
gets away from the idea that you have to
have the right answer and that the children
are trying to give you that right answer.”
Both teachers are firmly committed
to taking this work forward in their
schools where it has generated a
buzz of interest and keenness from
other staff to get in on the action!
For more information about the project
email [email protected]
Stride 17
A round-up of Global Citizenship events,
competitions & CPD from IDEAS members.
In the loop
World development Movement
Scotland Malawi Partnership
Growing Change... in our High schools?
Wednesday 7 November 4.30 – 6.30pm,
Central Glasgow
This free CPD event for teachers of
Social Studies, Science, English and
RMPS in and around Glasgow will focus
on Interdisciplinary Learning through
Global Citizenship. Growing Change is
a documentary about the global food
crisis. Documenting what is happening
in Venezuela, it shows what is possible
when communities, not corporations,
start to take control of food based
on the principles of social justice and
sustainability.
Gender Equality Forum Meeting
19 November, Central Library, Edinburgh,
5-7pm
The next Gender Equality Forum meeting
will provide the opportunity to begin to
explore the first in our “Gender Matters”
series looking at Gender Matters in
Education. If you would like to showcase
your partnership at the meeting, or attend
to find our more, please email charlie@
scotland-malawipartnership.org. All are
very welcome to attend.
This is an opportunity to join other
teachers to review and discuss the
documentary and how it might be
used to meet the CfE Experiences and
Outcomes within Scotland’s new National
Qualifications.
Fairly traded refreshments will help the
discussions along!
Contact [email protected] to
register your interest in joining us.
Yewo! A Celebration of
Scotland-Malawi Youth Links
On the 7 November 2012 (from 6-8pm), the
Scotland Malawi Partnership are hosting
a youth event at the Scottish Parliament,
celebrating youth links between Scotland
and Malawi. The event will be aimed at 5th
and 6th year pupils, and those at college
and university. The event will provide the
opportunity to showcase current youth
engagement between the 2 countries and
explore the potential for new partnerships.
We’re also really looking forward to
welcoming a number of young Malawians
to the event, who will be visiting Scotland
at the time. For further information visit:
http://tinyurl.com/SMPYouth12
Youth Steering Group
The Scotland Malawi Partnership Youth
Steering Group (YSG) is made up of
5th and 6th year pupils, college, and
university students, with an interest in,
and commitment to, strengthening youth
links between Scotland and Malawi. The
YSG is always looking for new members
to join the group, helping to shape the
SMP’s youth strategy and plan youth
events. The group meets every 3 months
or so with SMP staff. If you would be
interested in joining the group, or would
like to recommend someone, please email
[email protected]
for further information.
Amnesty International
Young Human Rights Reporter
Competition 2013
The competition aims to inspire young
people to become human rights reporters,
to investigate what’s going on in the world
and bring human rights abuses to light.
This year there is also a photojournalism
category looking for powerful photos on a
human rights theme. The competition is
open to pupils aged between 7-18 and the
deadline for entries is 18 February 2013.
For more information visit
www.amnesty.org.uk
Red Cross
Picture: Brian, Morrison (BRC)
Humanitarian Education Course
This course helps teachers develop a
detailed understanding of a range of
humanitarian issues and how to explore
those in the classroom. It is open to
secondary teachers of all subjects. There
will be an opportunity to engage with
topical issues such as conflict, child
soldiers, disasters and emergencies as well
as the chance to design innovative action
projects to use in your school and home.
The course takes place over four
Saturdays; 3 Nov, 1 Dec, 26 Jan and 1 June
in Edinburgh. For more information and
to register contact Silvia at ssabinohunt@
redcross.org.uk
Queens University, Belfast – teacher training – December 2009
18 Stride
Picture: Ridgway, Simon (UNP)
Refugee Week: British Red Cross workshops with children at Barton Hill Primary School, June 2012.
Global Citizenship
CPD programme
Awareness Days
October
Black History Month
16 October
World Food Day
12 November International Education Week
The Global Learning Project has developed
a new CPD programme available for 2012/13.
1 December World Aids Day
Sessions available will include:
10 December Human Rights Day
• Climate Change: an interdisciplinary approach
• Rights Across the Curriculum: an active learning approach
• Global Thinking: practical ideas for developing thinking
skills through Global Citizenship
• Food for Thought: investigating the global food system
• Dhaka to Dundee: linking local history to global issues
• A Global Approach: primary topic planning
• Comparing localities: using place as a context for Global
Citizenship learning
• A’ Adams Bairns: equality and diversity in Scotland past
and present
• Fàilte Malawi: a country focussed approach to Global
Citizenship
12 February Red Hand Day
For more information on where these courses are available,
contact your local Global Learning Centre (see back cover).
2 December International Day for the Abolition
of Slavery
25 February start of Fairtrade Fortnight
4 March Climate Week
8 March International Women’s Day
Global Citizenship Events
The IDEAS Global Learning Project (GLP) will be organising
a number of events over this academic year.
• CPD and Global Citizenship co-ordinators training days. This
will focus on planning for Global Citizenship across the school.
• National Secondary Schools Global Citizenship event.
• Global Citizenship Symposium for teachers who have worked
on the project so far.
For details about any of the above please contact
the GLP Schools co-ordinator [email protected]
Stride 19
IDEAS & its members
IDEAS (the International Development
Education Association of Scotland) is
a network of organisations involved in
Development Education and Education
for Global Citizenship across Scotland.
Amnesty International
0131 313 7010
www.amnesty.org.uk/
scotlandeducation
Save the Children
0131 527 8200
www.savethechildren.org.uk/
scotland
British Red Cross
0131 338 5700
www.redcross.org.uk/education
SCIAF
0141 354 5555
www.sciaf.org.uk
Christian Aid
0141 241 6137
www.christianaid.org.uk/learn
Scotland Malawi Partnership
0131 529 3164
www.scotland-malawi
partnership.org
Global School Partnerships
0131 524 5780
www.dfid.org.uk/gsp
Hand Up Media
0131 226 2674
www.handupmedia.co.uk
Mercy Corps
0131 662 5160
www.mercycorps.org.uk
Woodcraft Folk Scotland
0141 304 5552
www.woodcraft.org.uk
‘The world has
enough for
everyone’s
need but not
enough for
everyone’s
greed.’ Gandhi
World Peace Prayer Society
01387 740642
www.worldpeace-uk.org
WWF Scotland
01350 728200
www.wwfscotland.org.uk
Seeds for Learning
Oxfam Scotland
0141 285 8887
www.oxfam.org.uk/education
including Global Learning Centres
Conforti Institute
01236 607120
www.confortiinstitute.org
Highland One World Group
01381 621265
www.globaldimension.
highlandschools.org.uk
Montgomery Development
Education Centre
01224 620111
www.montgomerydec.org.uk
One World Centre Dundee
01382 454603
www.oneworldcentredundee.
org.uk
This essential one stop website gives
you local and national access to Global
Citizenship resources.
Scotdec
0131 226 1499
www.scotdec.org.uk
A wide variety of materials for all ages
can be borrowed from your local Global
Learning Centre or purchased directly from:
West of Scotland DEC
0141 243 2800
www.wosdec.org
www.ideas-forum.org.uk
www.seedsforlearning.org.uk
In the next issue:
Gender and equality
Active global citizens
IDEAS’ work in Scotland
is funded by:
o subscribe free of charge to this
T
magazine: [email protected]