The Global Routes model is a model of dialogic learning, which provides school children with the opportunity to photographically record their local area. The project enables children to open up links with residents in the area, and facilitates narrative constructions, led by the children, through an exploratory, rather than a predetermined learning approach. The project contributes to a flexible and locally situated curriculum that fluidly connects global and historical knowledges to the experiences and interests of the children and their interests, using photography as a creative means towards challenging stereotypes in education.
Why Use This Model?
Global Routes intends to provide opportunities for children to discuss local cultures in relation to each other and to take children’s perspectives of the workings of current everyday life, at a local level, as a way of relating to global and historical contexts
The Global Routes model is used as a starting point to developing research questions, through child-led discussion and debate, where the children’s current perspectives are used to develop knowledge further
As educators, we often source educational material online; this is conditioned by the data available through open search engines and online encyclopedias, which are likely to reflect hegemonic societal narratives
“[r]esearch shows that just 16% of Wikipedia editors are female and only 17% of entries dedicated to notable people are for women.”