Teachers, Critical Pedagogy and Development Education at Local and Global Level
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.
Mags Liddy and Roland Tormey 3 A Question of Knowledge
When a facilitator creates, even to a modest degree, a classroom climate characterised by all that she can achieve of realness, prizing, and empa- thy… [then] learning of a dif ferent quality, proceeding at a dif ferent pace, with a greater degree of pervasiveness, occurs… Learning becomes life, and a very vital life at that. — Carl Rogers, 1967: 1–18 Earlier in the book we defined Development Education. Here we look at incorporating it into classrooms and professional practice by examining the issue of teachers who wish to teach Development Education, but who do not have a strong knowledge base in global development issues, or a formal qualification in global development studies. Where will they learn about these issues and gain necessary content knowledge? We of fer three solutions to this question, namely team teaching, interdisciplinarity, and an integrated curriculum. Teaching Development On the surface, it may seem strange to suggest teaching a topic without having a rich background of knowledge in the area. Teachers require sub- ject content knowledge to know when to intervene in learning, what ques- tions to ask, how to pick up misconceptions and handle matters of bias. Teacher registration requirements in most countries usually demand that 24 Mags Liddy and Roland Tormey a person has at least a degree or qualifications in a subject before they can be recognised as a teacher of that subject. However, being recognised as a teacher of a subject is often a dif ferent thing to teaching a subject: for...
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