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.
Elaine Nevin 9 A Whole School Approach
While providing support for leaders within a school can be successful at one level, we found that it could not be sustained. We decided we had to move to a whole school approach and build the capacity of everyone in the school. Sustainability is about social change, not just individual change. — Ann Finlayson, Commissioner for Education at the Sustainable Development Commission, cited in Bell, 2007: 2 … schools cannot only speak about the future but must act for the future. Nevertheless the main aim of the school actions is not the physical/ technical visible outcomes but the students’ learning and involvement. — Breiting et al, 2004: 16 This chapter provides an overview to the ‘Whole School Approach’ to Development Education at a local and global level. The discussion includes background information on the key elements of a ‘Whole School Approach’ and highlights the benefits of implementing this strategy in the life of the school. Practical suggestions are provided for the use of teachers and over- views of three case studies from the international sphere are also included. The Concept of the ‘Whole School Approach’ A ‘Whole School Approach’ is an holistic endeavour which engages the whole school community and reviews current policies and practices. In the ‘Whole School Approach’ to Development Education, relevant values 180 Elaine Nevin permeate the schools principles and practices. This is then ref lected in every aspect of the school’s activities including its mission and vision, its purpose and shared values; the school policies and guidelines. It ref...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.