In rural Canada, particularly in Indigenous and remote communities, access to diverse educational resources and perspectives on global issues is limited compared to urban areas. In response, a collaboration between a non-profit organization, local school boards, and Indigenous educators launched a Global Citizenship Education (GCE) initiative for teachers and students in Grades 5-7.

The goal was to:

• Introduce global citizenship concepts while respecting local and Indigenous perspectives.
• Equip teachers with culturally relevant and accessible tools.
• Engage students in interactive activities to connect their communities with global issues.

Public Engagement strategies used:

Teacher-Centered Professional Development

• Workshops & Online Training: Rural teachers participated in online and in-person training on integrating global citizenship topics into their curricula.
• Indigenous educators co-led sessions to ensure cultural relevance.
• Decolonizing the Curriculum: Teachers explored how colonial perspectives shape global narratives in textbooks and learning materials.

Workshops included land-based learning techniques to connect local environmental issues with global climate action.

 

Student Engagement through interactive learning

Themed Learning Units for Grades 5-7:

• Grade 5: “What is global citizenship?” (Introduction to interconnectedness, cultural diversity, and responsibility).
• Grade 6: “Sustainable development goals & climate action” (Global issues through a local lens).
• Grade 7: “Decolonization & global justice” (Exploring indigenous rights worldwide and in canada).

Project-Based Learning:

• Students researched a local community issue (e.g., water access, environmental conservation) and connected it to global movements (e.g., UN SDGs, youth climate activism).
• They interviewed local Elders and created digital storytelling projects to share what they learned.

Community Engagement & Decolonial Approach:

• Guest Speakers: Indigenous leaders and activists visited classrooms (virtually or in person) to discuss global issues from a local, lived experience perspective.
• Some schools partnered with rural schools in other countries (e.g., Kenya, Peru, or the Philippines) for pen pal or video exchanges.

Land-Based Learning Activities:

• Instead of traditional lectures, students spent time outside, engaging in activities that connected local environmental practices (e.g., water conservation, traditional ecological knowledge) to global sustainability efforts.