Methodology & CPD

Eye to Eye seeks to challenge stereotypes and counter the idea that young people in Europe have nothing in common with children like those who took the photographs.

We want to encourage the empathy, solidarity and the understanding that leads to informed action and a positive perspective on ‘global citizenship’.

top

Using photographs

Sometimes teaching a complex or controversial social issue is as much about getting students to ask better questions than it is about factual information. The use of photographs has been a great stimulus for debate and exciting methodology throughout the project, from domino games and mysteries containing photographs, to whole class photo-reveal exercises or responding to slideshows. We live in an increasingly visual world, and photographs are not only interesting to look at and consider in their own right, they allow responses from a range of abilities and engage students on equal terms. Every person ‘brings’ his or her perceptions and values to the reading of a photo, as well as knowledge, and this can stimulate investigation and reflection as well as learning about the issues presented within the photo.

Possible activities to use with photos: Speech bubbles; 5 senses; comparing captions (student’s and photographer’s), what happened next? (drama); 5 questions; describe the photo; picture reveal; crop (in the photo above the young boy on the right) and question; yes/no questions; ‘if you were in the picture’; write a poem; descriptive writing; agree/ disagree. Find out more: download Using photos in class. Go to the photos and stories tab in this website and browse some of the best photos from Eye to Eye.

If you are interested in using photography in workshops in your school have a look at the experience of our pilot photographic workshops in schools in and around Manchester.

top

OSDE, critical literacy and Child labour

A methodological approach that the project supports is the Open Spaces for Dialogue and Enquiry, or OSDE (Open Spaces for Dialogue and Enquiry) methodology. (See below)

it is important important to recognise that the issue of child labour is very complex. Notions of 'child' and 'labour' vary from culture to culture and within cultures (including our own culture). Teaching and learning about child labour requires a responsible educational approach to the issue that will enable learners. This CPD workshop has been devised by specialists in the field of critical literacy, who created the module specifically for Eye to Eye.

OSDE is rooted in philosophy of education that suggests, “Pupils need to develop an understanding of how language constructs reality and the different perspectives they use to make sense of the world around them. It is crucial that pupils are given the skills to challenge their own assumptions and those of others.” * It encourages critical literacy, “which allows pupils to reflect on their own cultural traditions and those of others.” * Critical literacy is now back on the agenda of the new curriculum 2008 in England in the whole curriculum dimensions ‘Creativity and critical thinking’ and in the skill areas of a number of curriculum subjects.

* Both quotations from “DfES Curriculum Review: Diversity and Citizenship” (Ajegbo Report) 2007

OSDE Procedure

1. Looking at PERSPECTIVES: image, film, cartoon, song, story
2. Drawing or writing your FIRST THOUGHTS and sharing them
3. Making QUESTIONS in pairs
4. VOTING on a question
5. TALKING about it
6. SHARING what we have learned

top

Opportunities for professional development

Eye to Eye’s main aim as well, as the creation of resources, was teachers’ own professional development. As the project has officially ended Save the Children can no longer provide this. If you are interested in CPD around the use of these resources, there are some organisations training around the use of these resources. Email: markthorpe@mac.com for more information.

The topic of child labour is a complex and controversial one. Whilst it conjures up the some of the harshest images in our minds, children that work provide vital income to households that may otherwise starve. Many children can only go to school because of the work they do. To tackle child labour is to engage with the complexities of development and of global poverty. Through it we open up moral questions as well as geographical topics, and explore contested notions - such as ‘work’, ‘childhood’ and ‘community’. Creating many opportunities for lively debate, it is a topic around which there are few easy answers or quick-fix solutions.

Many teachers have commented on how the project, as well as providing valuable input to their teaching or educational approach, has raised questions. We think these questions are valuable as part of professional development. The project challenges teachers to reflect on their own assumptions relating to child labour as well as the educational opportunities the topic might present to students.