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Global Routes Project

We develop approaches to school curricula that are inclusive and representative of diverse global communities.

Community

We work collaboratively and view local communities as a valuable source of enquiry for young learners to make global and historical connections.

Diversity

We create methodologies that support the representation of diverse global communities. We have an open forum for discussion on equality and diversity in education.

Sustainability

Our projects educate young learners to consider the long term impact of our actions and work towards a socially sustainable future for the planet.

Global Routes Project provides opportunities for children to discuss local cultures in relation to each other and to take children’s perceptions of the workings of current everyday life, at a local level, as a way of relating to global and historical contexts.
We have designed active methodologies through which the use of photography enables children to enter reflexive dialogues on local cultures as active members, within which global and historical contexts are present.
Building on this design, the project has invited creative professionals to support the methodology by each creating a lesson series - delivered through lesson plans, slides and videos - that teaches a professional skill and that has a focus on the core values: community diversity and sustainability. These lessons can be used to support the delivery of foundation subjects: the national curriculum objectives that are covered are highlighted in the planning that is provided. Schools have the option to work with contributors at their school site to support the delivery of lessons. In addition, Global Routes can provide training to educators on the methodologies needed to ensure a school curriculum that is inclusive and representative of diverse global communities. There are public exhibition opportunities for schools that take part in the project.
The project was developed in 2018 as part of a Masters research project by Asia Giuliani and launched at the Photographer's Gallery in January 2020. Our first lesson series has been developed in collaboration with Bristol-based photographer, Khali Ackford. Khali studied photography at Plymouth College of Art and works in both portraiture and event photography. He is the co-founder of Identity Series; a project which aims to capture and celebrate his Caribbean heritage in Cheltenham, Gloucester and Bristol and give ethnic minorities a positive reflection of themselves. He is available to visit schools to help facilitate the project.

Thomas Buxton Primary School

Tower Hamlets/ London UK, Summer 2018

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Stamford Hill Primary

Haringey/ London UK, Summer 2018

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Children's Presentations

Exhibition displayed in the school hall, 2018.

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Are you able to support us? Contributions will go towards our exhibition costs, enabling children to have a voice about the issues that affect them.

who has worked with us already?
TRAINING

Local - Global Education

We offer a twilight session for teachers on the topic of 'Local - Global Education'; this session includes how photography can be used to support dialogic learning and ways to approach 'cultural capital' in your school. The session can take place at your school (England only).

“This is my Uncle, he lives far away, but every Friday he comes to East London Mosque to say special prayers, because Friday is a sacred day for Muslims. Its called Jumu’ah”

Rahma
Year 5 pupil, 2019

“This is Tony. I chose to take this photo to show what people do in Stamford Hill. He wanted to be a pilot but he isn’t he packs wallpaper”

Pedro
Year 5
Global Routes Project offers an open forum for discussion on equality and diversity in education. Indicative strands include connections between photography, education, racism and stereotypes, cultural capital and how the curriculum can encompass the perspectives of young learners. We lay the groundwork for future participatory project-based education practice and research. We aim to work alongside other initiatives that are addressing gaps in representation; for example, through producing educational materials that bring to light previously hidden ethnicities and genders.