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Introduction to the OSDE methodology

Introduction to the OSDE methodology. Centre for the Study of Social and Global Justice School of Politics and International Relations The University of Nottingham. OSDE: International educational initiative initially funded by DFID

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Introduction to the OSDE methodology

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  1. Introduction to the OSDE methodology Centre for the Study of Social and Global Justice School of Politics and International Relations The University of Nottingham

  2. OSDE: • International educational initiative initially funded by DFID • Offers a methodology for the introduction of global issues and perspectives in educational contexts • Focus on creating ‘safe’ spaces for dialogue and enquiry • Promotes independent thinking and critical literacy • Design and development approach to research (since 2002 and involving 8 countries) • Website: copyleft resources, principles, procedures, guidelines for moderation + conceptual framework

  3. THEORY & RESEARCH MANAGEMENT & DEVELOPMENT REFLEXIVE PRACTICE & ‘TRAINING’

  4. Every knowledge is partial All knowledge can be questioned Everyone brings valid knowledge into the space OSDE SAFE SPACE PRINCIPLES HE & Teacher Ed.

  5. Focus on OWN ASSUMPTIONS Critical engagement with DIFFERENT PERSPECTIVES Simulation of DECISION MAKING Choice of KEY QUESTION for GROUP DISCUSSION Focus on the construction ofDOMINANT PERSPECTIVES DEBRIEFING OSDE PROCEDURES HE & Teacher Ed.

  6. KEY STRATEGY Not the search for one absolute (non-biased/neutral) interpretation of reality, but… Critical Literacy Where is this leading to? Where is this coming from? …the examination of origins and implications of assumptions (perspectives/lenses/discourses)

  7. ‘HIDDEN’ EDUCATIONAL AGENDA • Development of reflexivity • Moving beyond ethnocentrism • An ‘ethical relation’ to the other/to difference • Tools for independent thinking • Preparation for participatory democracy • Responsible reasoning and action • Balancing ‘rights and justice’ with ‘care and responsibility’

  8. FINDINGS YEAR7 - UK • A different approach? • Yes, because we are allowed to disagree. • Yes, because we don’t have to find only one answer. • Yes, because even the teacher doesn’t know all the answers! • Yes, because I can think about my thoughts and say what I want to say. • Yes. I learned that my perspective counts. • Yes. We talk about different things and we think about reasons and consequences. • Yes. We have to listen to what each other has to say and it is fun. • Yes, because we learn that everyone has different thoughts. • I don’t know. It is confusing. I cannot figure out what the teacher wants me to say.

  9. KEY COMPONENTS • UNCERTAINTY: strategic suspension of belief in universalism, acknowledgement that language and culture are always local and situated NEVER global and universal, and therefore always partial • SAFETY: horizontal relationships in the group, collaborative (as opposed to competitive) ethos - it is the facilitator’s responsibility to hold the space and model relationships • DIFFERENCE & OPENNESS: cognitive dissonance, ‘conflict’ - willingness to listen and to learn with one another • OPEN-ENDEDNESS: as opposed to prescribed outcomes – the aim of the exercise is reflection/exploration through dialogue, NOT consensus.

  10. THEMES… • CRITICAL LITERACY • THINKING SKILLS • ENQUIRY SKILLS • SYSTEMS THINKING • LANGUAGE, CULTURE AND IDENTITY • KNOWLEDGE AND POWER • RELATIONSHIPS • PEER PRESSURE • INTERCULTURAL SKILLS • DIFFERENCE & DIVERSITY • COPING WITH COMPLEXITY • DEALING WITH CONFLICT • DIALOGUE • COMMUNICATION • VOICE & PARTICIPATION • GLOBAL/LOCAL ISSUES • ‘CONTROVERSIAL’ ISSUES • ETHICAL ISSUES • POLITICAL LITERACY • MEDIA LITERACY

  11. THEORIES… • Post-structuralism: strategic educational use in the creation of the space • Postcolonial theory: Bhabha on culture, spaces of enunciation, hybridity; Spivak on transnational literacy, planetary citizenship, learning to learn/unlearn • Bakhtin: dialogism, centripedal and centrifugal forces • Maturana: theory of systems, language/ontology and biology of love • Deleuze and Guattari: immanence, philosophy of becoming • Freire: epistemological curiosity (later work) • Morin: complexity theory • Habermas: ideal speech act • Levinas: ethics (beyond being) • Others…

  12. UNIVERSALISM RELATIVISM All perspectives are relative, therefore I cannot question or criticise any culture My perspective is universally right, others are simply wrong, everyone should think like me EVERYTHING GOES PARALYSIS NO ONE CAN INTERVENE ABSOLUTISM FUNDAMENTALISM EUROCENTRISM CRITICAL LITERACY: critical engagement with own perspectives and the perspectives of others

  13. - - + Freedom of thought Freedom of action + Law, S (2006) War for children’s minds

  14. TEACHER EDUCATION: WWW.OSDEMETHODOLOGY.ORG.UK/TEACHERED.HTML RESOURCES FOR SCHOOLS: WWW.OSDEMETHODOLOGY.ORG.UK/SECONDARYSCHOOLS.HTML

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