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.
Marie Parker-Jenkins and Mags Liddy 10 Final Thoughts
To alter a dysfunctional system, we need teachers who regard teaching as a political activity and embrace social change as part of the job, teachers who enter the profession not expecting to carry on business as usual but prepared to join other educators and parents in major reforms. — Cochran-Smith, 2004: 46 As stated at the outset of our book, we live in a time of great f lux and uncertainty. Each day we read and hear about political angst, social unrest and change. Additionally, older issues such as famine, poverty and child labour associated with the developing world continue. Our current social order is fragile and our futures more unclear. This book is timely for these reasons. It does not of fer ready-made solutions to these local and global problems; instead we encourage you to consider the knowledge and skills our children need to address global challenges and to enable them to par- ticipate fully in the future of their communities and of our planet. Now is the time to examine the education we provide for learners and students, continually asking, are we preparing young people for these uncertainties, and enabling them to make the necessary decisions for their future? Our role as practitioners is clear. UNESCO identifies the responsibil- ity of teachers and educators to act as key change agents (2005). Current social problems challenge all educationalists to ref lect on their beliefs about education and foster their vision for education. Policy makers, teachers and teacher educators need to...
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