Extra-curricular signs of hope during social unrest? Young people ‘doing’ global citizenship through social media

DR HELEN HANNA, MANCHESTER INSTITUTE OF EDUCATION, UNIVERSITY OF MANCHESTER

During times of social and political uncertainty and unrest, young people and education are often visible participants or visible targets. Over the past decade, countries like Hong Kong and Thailand have experienced upheaval stemming from social protest movements. At the same time, organisations like UNESCO have attempted to create unifying discourses that seek to help learners go beyond nationalism towards grander ideas of global citizenship and a sense of belonging to a global community. UNESCO (2014, p. 11) claims there has been a ‘shift’ in education, which ‘recognises the relevance of education and learning in understanding and resolving global issues in social, political, cultural, economic and environmental areas.’ One outcome of such discourses has been the rise in interest in Global Citizenship Education (GCE).


It has long been established that an effective education in a diverse society must incorporate some exposure to a variety of views on different topics, but the extent to which this should include contentious or controversial issues is not agreed upon (Hanna, 2019). GCE as understood by UNESCO and SDG 4 clearly conceives that education should involve allowing learners to grapple with a variety of views, working out how they feel about them, and how to respond in the world beyond the school gates. However, in some societies where young people have been involved in social and political protest, the state has targeted the education system as a way of controlling them. In Hong Kong, this has resulted in a citizenship curriculum that has become increasingly nationalistic, focused on patriotism and unity of Chinese identity, at the expense of fully recognising young people’s rights to multiple and local identities, as well as their rights and responsibilities to act on injustice in their communities. Teachers have been suspended for designing materials that discuss controversial ideas such as Hong Kong independence, teachers’ unions have disbanded, many have left the profession and moved overseas, and student leaders have been arrested. In Thailand, while the curriculum focuses on peace and analysing and even suggesting remedies for the human rights abuses in the country, there has been a show of force at student protests that has led to multiple arrests for those who have raised questions about the legitimacy of the government and the monarchy. Therefore, it is hard to see how the goals of GCE might be fulfilled in such a challenging climate.


But not all hope is lost. I have been reminded recently that not all education happens in school. For all its ills, social media like Twitter and Instagram offer an opportunity for young people in countries like Hong Kong and Thailand to connect across borders – young people who feel that their rights are not being respected, that they are not being listened to, and that they have no chance in school to express themselves or to change things. This connection has led to them being dubbed, along with some other Asian countries, as the ‘Milk Tea Alliance’ after the famous drink that is popular across East and Southeast Asia. Vanijiaka Voranai, a political analyst from Thammasat University in Bangkok, regards young people in both places as having ‘shared cultural values’, such as a love of freedom and ‘the courage to fight for change’ (cited in Chen & Taylor, 2020). While, as educationalists, we may be trying to play our part in improving the education system, through the curriculum or by other means, the use of social media here highlights the interconnectedness of young people that goes beyond what an education system might be able to provide for them. 


Global Citizenship Education in the 21st century seeks to go beyond the nation state, towards a cross-national global identity of common humanity and sense of belonging, based on universal values like human rights. Looking at Hong Kong and Thailand can give us hope that young people have agency of their own, and can make things happen for themselves, sometimes even in spite of what their education system desires.



References:


Chen, D.H. and Taylor, J. (2020). Young and restless: Hong Kong and Thailand protests parallels. Hong Kong Free Press, 19, October, 2020. Available at: https://hongkongfp.com/2020/10/19/young-and-restless-hong-kong-and-thailand-protest-parallels/?fbclid=IwAR0o9HPcCyTyhF_yuShmR-7a-wuOJDPcABgVZH9OusLG2wNDJxKjmLBf9Hc


Hanna, H. (2019). Young People’s Rights in the Citizenship Education Classroom. Basingstoke: Palgrave. Available at: https://link.springer.com/book/10.1007/978-3-030-21147-9


UNESCO (2014). Global Citizenship Education: Preparing Learners for the Challenges of the Twenty-First Century. Paris: UNESCO. Available at: https://www.gcedclearinghouse.org/sites/default/files/resources/170053eng.pdf


Biography:


Helen is a Lecturer in International Education at Manchester Institute of Education, having previously worked in education in Hong Kong, Mainland China, South Africa and Russia. She is passionate about advocating for children and young people’s rights to, in and through education, especially freedom of expression and respect for their identities. 



This article was first published in Engage 25.


DR HELEN HANNA • January 9, 2023

A Get Moving Fundraiser - Ann's 60 Miles Walk

By Ann Beatty • June 30, 2025
For my birthday this year I had the honour to walk 60 miles (yes it was a big 0 birthday) over 3 days to support the essential work of the Steve Sinnott Foundation of which I am CEO. Education in its many forms is essential for all of us to thrive and make the most of life's opportunities. The Foundation works to ensure that as many children and adults as possible across the globe can access the human right of education. The plan was to walk with friends and supporters who I hoped would keep me smiling along the way and it felt like a good way to make use of the Foundation’s “Get Moving” campaign. Here's how my Get Moving Fundraiser went on the first day. The 13th June I started my walk in London by walking from Barnet to west Hampstead and visiting my sister at her shop at Tree of Life where I got served a nice iced coffee to keep me going.

Sustainable Development Goal 4

By Matthew Round • June 4, 2025
Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025
Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.