Description
Book SynopsisToday’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.
Trade Review«‘Education that Matters’ is a huge contribution towards the nurturing of the needed communities and cultures we must invent. The editors have searched and found successful case studies of Development Education programmes that both inspire and work. The book has powerful stories that reveal high academic goals and standards, a strong sense of usefulness and the possibility of adaptation and replication.» (Charles Hopkins, United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, York University, Toronto)
«[...] this publication offers a number of excellent examples of how teachers, teacher educators and policy makers can embed DE in schools, and how such a focus can support learners to realise and address their interconnectedness to local and global issues of social justice, equality and power.» (Benjamin Mallon, Policy & Practice: A Development Education Review 17, 2013)
Table of ContentsContents: Charles Hopkins: Foreword – Marie Parker-Jenkins/Mags Liddy: Why This Book?: Rationale and Organisation of the Book – Marie Parker-Jenkins/Mags Liddy: Introduction – Mags Liddy/Roland Tormey: A Question of Knowledge – Martin Fitzgerald: Development Education: Moral Challenge or Educational Opportunity? – Audrey Bryan: Using Development-themed Film to Promote a Pedagogy of Discomfort – Michael Ryan: Development Education as Place Based Learning – Fiona King: Merging the Aesthetic With the Issue: Exploring Development Education Through a Visual Arts Lens – Charlotte Holland/Carmel Mulcahy: Information Communication Technology and Development Education – Elaine Nevin: A Whole School Approach – Marie Parker-Jenkins/Mags Liddy: Final Thoughts.
