1 / 8

The what, why and how of Development Education: A practical introduction

The what, why and how of Development Education: A practical introduction Son Gyoh PhDc IOE, University of London. Development Education: What. an approach to learning about global and development issues that emphasise the importance of linking the local to global.

althea
Download Presentation

The what, why and how of Development Education: A practical introduction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The what, why and how of Development Education: A practical introduction Son GyohPhDc IOE, University of London

  2. Development Education: What • an approach to learning about global and development issues that emphasise the importance of linking the local to global. • Stimulate critical thinking that provide people the skills and confidence for personal action towards a more just and sustainable word. • an active learning founded on values of equality,inclusion and cooperation, that enable people to move from basic awareness to personal action/engagement with the causes and effects of global development issues -DEEEP, 2007

  3. Development education • a set of concepts, values and principles that enable people to critically reflect and engage with global development challenge as well as embrace values of interdependence, interconnectedness • relates to and intersects with global citizenship education, Education for sustainability and human rights and intercultural education • Other variations-global learning and global education also global citizenship education

  4. Why DEVED? • The imperatives of ‘new’ (global) skills and competencies in a world more connected than ever before, in terms of the increased movement of human and capital • Understanding the impact and implications of this movement on society and the environment • Reflecting the causes of inequalities and its manifestations within and between nations, its consequences on livelihoods • the desire for the school curriculum to include real world context

  5. Why • Need to learn act and think global -connecting local to the global • Multi-cultural societies, recognition of pluralism in voices and conversations • Different forms and sources of knowledge-hierarchies to circles • Critical awareness as an essential skill in education, jobs and other vocations

  6. The HowIncorporating DEVED into subject knowledge • global themes pose major opportunities but also challenges for teachers in terms of approaches to incorporating into subject • teachers’ engagement in global theme depends a great deal on personal motivation, wider world experience and broader social worldview/outlook • real world’ and ‘global themes’ used within a subject, they can enhance the understanding of the subject; • Opportunities for incorporation differs between subjects • each subject area has its own traditional approaches towards construction and application of knowledge

  7. How? the UK/Ireland experience • Global learning +sustainable development as cross curricular dimension that locate learning in real world contexts • Global dimension, Think global as approaches in school setting, GD principle also promoted in Ireland • In Ireland pretty much open and less structured approach OWC and NGOs engaging with schools through DEVED projects • Educational resources produced by NGOs, distributed / uploaded for schools

  8. DEVED in subject knowledge • Mathematical knowledge and skills makes it easier to assess the impact of poverty on a particular country. • knowledge themes around sustainable development become less rhetoric. • Religious education enable the learner reflect upon different cultural interpretations of the world. • foreign language can help to understand how perspectives are constructed within specific cultural contexts

More Related