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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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Michael Ryan 6 Development Education as Place Based Learning


… there should be another agenda in education… that is to prepare young people for a sustainable happy life in family, community and responsible citizenship. — Darling Hammond, 2006 A key principle of Development Education is the integration of the local and the global: ‘It seeks to engage people in analysis, ref lection and action for local and global citizenship and participation’ (Irish Aid 2006). It is my belief that Development Education is particularly ef fective when it starts with the local and initially engages students in a deeply af fective explora- tion of their connection with their own community. All too frequently students are introduced to complex global issues and inequalities without firstly being able to describe or engage with the nature of their attachment to or relationship with their own community. Drawing on insights from environmental education and conservation psychology (particularly the need to explore emotional attachment to place) this chapter will con- sider the potential of poetry and arts-based approaches including drama and visualisation, as a teaching and learning tool for exploring the local experience of place and one’s connection with that place. It will draw on theoretical and practical approaches by using evidence from my experience as a teacher educator. From an educational perspective Greene (2005) links arts-based approaches with the remarkable possibility of awakening and of over- coming the ‘anaesthetic’ said to be the opposite of the ‘aesthetic’. She advo- cates that the new educator must be awake, critical and open to the world. Development Education can...

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