Teachers, Critical Pedagogy and Development Education at Local and Global Level
Edited By Mags Liddy and Marie Parker-Jenkins
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.
Audrey Bryan 5 Using Development-themed Film to Promote a Pedagogy of Discomfort
We are familiar, through charity appeals, with the assertion that it lies in our hands to save the lives of many or, by doing nothing, to let these people die. We are less familiar with the here examined assertion of a weightier responsibility: that most of us do not merely let people starve but also participate in starving them. — Pogge, 2002: 214 Introduction This chapter seeks to contribute to the literature on the pedagogical chal- lenges associated with teaching about ‘controversial’ issues – particularly those which demand that learners acknowledge their own privilege and complicity in systems of inequality and injustice rooted in racism, classism, sexism and global capitalism (e.g., Allen and Rossatto 2009; Boler 1999; Solomon, Portelli, Daniel and Campbell 2005). It explores the use of inter- national development-themed film as a pedagogical resource through which to ‘do’ critical versions of Development Education. Critical Development Education is an educational process that enables us to come to a deeper understanding of the ideologies, political economic systems, and other structures that create and maintain exploitation, and the ways in which human beings – often through their ordinary actions – are implicated in the suf fering of ‘distant Others’ (Andreotti 2006). The ‘pedagogy of discom- fort’ referred to in the title involves disrupting learners’ deeply entrenched, often tacit understandings of how the world works, to produce alternative 76 Audrey Bryan ways of seeing, hearing, and ‘reading’ the world (Boler 1999: 175). This may engender discomfort as we look, possibly for the first time, at our...
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