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(Español) Novedad – Sinergias ED – Diálogos para a Transformação Social
For days the second issue of the Synergy Magazine, the only publication in Portuguese specifically dedicated to reflection and research on education for development and global citizenship is available. We recommend reading. You can access all content on the link:http://www.sinergiased.org/
GEOGRAPHY AND DEVELOPMENT
This research report is the third in a series underaken by colleagues associated with the Development Education Research Centre at the Institute of Education, University of London. It is produced in partnership with the Geographical Association. Its purpose is to discuss the role of school geography teaching development issues. It raises major questions about how understanding of global develpment questions is taught within the schools and suggest there is a need for a more critically reflective approach towards the teaching of geography within schools.
ENGAGEMENT AND LEARNING
This research report is part of a series undertaken members of the Development Education Research Centre at the Institute of Education, University of London. It is produced in partnership with Think Global – the Development Education Association. Its purpose is to outline what is known from existing research and anecdotal evidence of the nature and forms of young people´s engagement and learning about international development.
GLOBAL DIMENSION IN SECONDARY SCHOOLS.
Learning about global and development issues has been a feature in many
secondary schools for years, growing in prominence since 2000. In this decade,
‘global dimension’ became the main term used in policy interpretation of these
How this term is interpreted in schools, what a ‘global dimension’ looks like and
what impact it can have on students, teachers and the life of a school are the
focus of this research paper. It aims to draw together and add to the existing body of published and unpublished material, drawing on interviews with teachers and on questionnaires with a broader range of educational practitioners.
A key theme that emerges is that there is considerable variation in the ways in
which the term ‘global dimension’ is perceived and articulated. Schools tend to
personalise their interpretation and do not directly follow national guidelines, with
no uniform policy-led definition held by those interviewed.
This report is the product of a six-month study
initiated by Oxfam, and supported by the
Department for International Development (DFID).
The aim of the study was to explore the potential
for frames theory to be used as a practical tool
to re-engage the UK public in global poverty
– an objective not pursued in concert by the
development sector since Make Poverty History
WAYS OF SEEING: THE ORIGINS OF GLOBAL EDUCATION IN THE UK
Several official publications in the UK highlight the need for a global dimension within the school curriculum. The origins of this concern lie in the work of progressive/radical educators some forty years ago who argued that a number of crucial global issues, such as the environment, world development, peace and conflict, were missing from formal education. As a consequence there arose a number of educational fields or issue-based educations each of which had an interest in the curriculum becoming more global. The purpose of this paper is to reflect on the origins of global education in the UK and its relationship with other issue-based educations that emerged in the 1970s, such as development education, peace education and futures education. It will look at what can be learnt from these fields and how they can contribute to newer initiatives such as education for sustainable development and global citizenship.
A SURVEY ON FUNDING AGENCIES AND DEVELOPMENT EDUCATION In Belgium, France, Germany (Federal Republic) and the UK
The aim of this study is to examine the relationship between certain orfanizations and certain tasks to be accomplished. The organizations and tasks concerned, are repectively, non –governmental funding agencies (abbreviated as F.A.) and development education (abbreviated D.E.)
The problema as a whole entails two working assumptions:
- An improvement in Develompment Education in western countries in highly desirable;
- Funding Agencies have a real and potential influence in stimulating awareness of world problems.
LEARNING FOR CHANGE IN WORLD SOCIETY
Why study contemporary world society in Secondary School classroom? The issues are complicated. They are controversial. They are continually changing. They seem distant from the everyday interests and concerns of most students, and may merely demoralise them. They are perhaps not natural parat of any of the main academic subjects traditionally taught to the 12-16 age-range. There is a variety of reasons which teachers may give for nevertheless persevering.
UNESCO: RECOMMENDATION CONCERNING EDUCATION FOR INTERNATIONAL UNDERSTANDING, CO-OPERATION AND PEACE AND EDUCATION RELATING TO HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS
In order to enable every person to contribute actively to the fulfilment of the aims referred to in paragraph 3, and promote international solidarity and co-operation, which
are necessary in solving the world problems affecting the individuals’ and communities’ life and exercise of fundamental rights and freedoms, the following objectives should be regarded as
major guiding principles of educational policy
(a) an international dimension and a global perspective in education at all levels and in all its forms;
(b) understanding and respect for all peoples, their cultures, civilizations, values and ways of life, including domestic ethnic cultures and cultures of other nations;
(c) awareness of the increasing global interdependence between peoples and nations;
(d) abilities to communicate with others,
(e) awareness not only of the rights but also of the duties incumbent upon individuals, social groups and nations towards each other;
(f) understanding of the necessity for international solidarity and co-operation;
(g) readiness on the part of the individual to participate in solving the problems of his
community, his country and the world at large.