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Education that Matters

Teachers, Critical Pedagogy and Development Education at Local and Global Level


Edited By Mags Liddy and Marie Parker-Jenkins

Today’s learners are faced with an unprecedented set of global and local development challenges, yet so much of the education on offer is based on yesterday’s thinkers, yesterday’s ideas and yesterday’s lessons. A time of change requires new approaches to teaching and learning which have relevance to learners’ everyday lives now and in the future. This book argues that Development Education needs to be embedded into the curriculum, where it has the potential to strengthen democracy and create a more egalitarian society. It employs the concept of critical pedagogy as a teaching approach which has the capacity to impact on learners’ future decisions.
The book offers a highly accessible and innovative approach to Development Education, challenging teachers to engage with global issues. It demonstrates how knowledge and content, teaching methodologies and global issues can be embedded in education programmes. Drawing on five years of research and practice by leading educators across twelve universities and colleges of education, the book demonstrates the innovative work of the Ubuntu Network project and places it in the international context of rethinking and reorientating education.


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Marie Parker-Jenkins and Mags Liddy 2 Introduction


One of the biggest challenges in this century is to take an idea that sounds abstract and to turn it into reality. — Kofi Annan, former Secretary General of the UN, 2002 Education is usually seen as a ‘good’ and a ‘human right’, often proposed as the answer to many social and economic problems, or at least presented as a large part of the solution. Education also provides a social system that underpins shared values and beliefs. However the dif ficulty with education from a global development perspective is that it is part of the problem and the solution. It has been argued that the higher level of education a nation has, the higher its impact on resources, emissions, pollution levels, and consumption (Hopkins et al 2005). This paradox has been acknowledged since the 1970s (UN 1972) and can undermine the potential for changes in teaching and research. Additionally education can perpetuate social inequalities in terms of access to academic programmes and in knowledge creation. New approaches and theories have been developed to address both global challenges and the inherent paradox within education since 1970s. Two of these approaches are termed ‘Development Education’ and ‘education for sustainable development’. 10 Marie Parker-Jenkins and Mags Liddy Background Both ‘Development Education’ and ‘education for sustainable development’ are concerned with creating knowledge and understanding, skills and capaci- ties, and promoting attitudes and values necessary to enable individuals to critically examine the world, and to act, both locally and globally to make it a more just,...

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