Plenary
'The Global Food Crisis' continues to evolve by the day, particularly given the volatile nature of both food and energy prices. Even as the finishing touches were being put to this unit, news items and further interesting resources were appearing, and the temptation to keep adding things (as it would be when preparing a scheme of work) was hard to resist. Activity 1 from The Perfect Storm used a range of newspaper articles to explore the issues, and this is an area which teachers should continue to develop over the coming months.
The global financial situation has also changed during the time that this unit has been written. Unemployment has risen, and uncertainty about the security of those who are still employed has added additional stress to an already stressful situation.
It is worth keeping in mind the enquiry approach to the completion of the topic. Enquiry is a key pedagogical process which can be undertaken with a variety of levels of support: from wholly independent to closely scaffolded. Liz Taylor of Homerton College, Cambridge, has suggested that a short, focussed enquiry sequence might be the most appropriate method: one that has a title with 'pith and rigour' and which is undertaken over a course of about 4 lessons.
It would also make sense to explore how teachers of other subjects might tackle controversial issues, particularly where these form a larger part of the delivery of that particular subject. For example, here is a brief extract from a book on teaching citizenship:
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There are various teaching strategies for addressing controversial issues. These have been classified into three groups based on how the teacher presents / deals with their opinion: Neutral chair: The 'David Dimbleby' approach. Here, the teacher is a facilitator acting to encourage informed debate. The teacher does not present any opinion except to 'play devil's advocate' but facilitates the discussion between different opinions. Balanced approach: The teacher may present a range of opinions (not necessarily their own) but in doing so try to present the different opinions in a balanced way. Such an approach may involve arguing passionately for two different opinions, and again may involve an even-handed use of a devil's advocate approach. Committed participant: The teacher makes their position known. This is suitable for some issues but less so for others, and it is also less appropriate for younger students. Ideally, a teacher should only make their opinion known in a lesson where opinions are being developed and the exchange of opinions among students encouraged. It is worth noting that many teachers would not want their positions on certain issues to be public knowledge, particularly in a school context.... Either way, it is worthwhile for teachers to think about whether to reveal an opinion before entering the classroom, as students are often very interested in the teacher's opinion and the teacher may be put on the spot. Teachers often slip between these different roles when teaching, perhaps reverting to devil's advocate if students seem uninterested in expressing their opinions. However, as long as students are aware of the role the teacher is playing then unintended bias can be greatly reduced. Extract from Jerome L et al. (2003) The Citizenship Co-ordinators' Handbook, pp. 73-74 |
A final, fun activity
When a controversial subject is broached or discussed for the first time, a phrase that is sometimes used is that you are 'opening up a can of worms'.
Why not create your own can of worms for the issue of food security?
Cut the bottom end from a suitable container e.g. a lemonade bottle, whisky bottle tube, milk carton and label it as a 'can of worms'
Write out a series of statements, print them and cut them out as long thin strips of card, which are then placed in the can.
Students choose a 'worm' randomly and then have to answer the question that it contains, or talk about the issue that is printed for at least 1 minute.
You could also use this as a GCSE / 'A' level revision strategy.
Sharing your work
We would love to hear from you about how you developed the resources and approaches in this course in your own school, so that it becomes an interactive resource, and part of an ongoing professional dialogue. Contact Alan Parkinson at the Geographical Association (aparkinson@geography.org.uk) with your thoughts and contributions, or additional websites and materials that might be appropriate.
Or you might want to share what you have learnt with others through the Geographical Association Network (or Ning). You can sign up for your free account at http://geographical.ning.com.
Slideshare, Slideboom and Scribd are other places you might choose to share your work (as long as others know its there!).
Links and Resources
If you have enjoyed this course, have you seen our set of CPD courses on The Geography Of Food? These courses are full of exciting and lively activities based around many aspects of food production and consumption. They can be completed individually or together and have been designed especially to help you gain TLA verification.
The Geographical Association worked with Oxfam to produce parts of this course. There are plenty of additional materials that have been produced by OXFAM to support your exploration of the issue of food security. Visit the Oxfam Education website for a full list of resources and assemblies.
As part of the development of this unit, the GA also consulted with Botanical Gardens Conservation International (BGCI). The BGCI website offers copies of a range of reports, and electronic versions of the quarterly newsletter 'Cuttings' which offers additional background material on the relationship between people and the food plants that they cultivate, and also the likely effects of global warming on this relationship.
Some other links
Food and Agriculture Organization of the United Nations
World Food Day - As you work through this unit, it might be worth considering how you might use the resources to develop an increased awareness of the issue in your school, or a whole-school activity that could grow from the activities included here.
Teaching Controversial Issues - a very useful document from Oxfam.
The TEACH report - from the Historical Association, outlines good practice in teaching sensitive topics.
QCA: The Global Dimension in Action (PDF download)
There are numerous newspaper reports that would be relevant to this topic. Visit the website of the newspaper of your choice and search appropriately. The BBC website also has a range of media.
There are also some useful books out there, for example, Hungry City by Carolyn Steel. This book also has a nice website to accompany it.
Articles from Teaching Geography that might help you in teaching this topic
Note: GA members with a subscription Teaching Geography can download back issues from the GA website
Jackson, P. (2008) 'Food Stories', Teaching Geography, Spring 2008
Bustin, R. (2007) 'Whose right? Moral Issues in Geography', Teaching Geography, Spring 2007
GA members can also obtain a copy of the Spring 2009 issue of GA Magazine: a special issue on the theme of Interdependence which includes a number of relevant items.
Course Units
 Introduction |
 Getting Started |
 Supermarket Shock |
 Local Food Strategies |
 Global Food Strategies |
 The Perfect Storm? |
 Food Aid |
 Getting the Message Across |
 Making a meal of it |
 Pedagogy and Thinking |
 Plenary |
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