- Title
- Where's the action in global education? Employing global education for lasting change through teacher education
- Creator
- Macqueen, Suzanne; Ferguson-Patrick, Kate
- Relation
- Contesting and Constructing International Perspectives in Global Education p. 115-124
- Relation
- https://www.sensepublishers.com/catalogs/bookseries/other-books/contesting-and-constructing-international-perspectives-in-global-education/
- Publisher
- Sense Publishers
- Resource Type
- book chapter
- Date
- 2015
- Description
- Despite the well documented variance around definitions of global education, it is generally agreed by global educators that one role of global education is to make students aware of and sensitive to the inequities which exist globally, and to encourage them to be future focussed and willing to take action for change. Striving for global change is a noble ideal, and appears to affluent Western communities to be reasonable and attainable (Kirkwood, 2001). If it were so easy though, surely this goal, given a history of the global education movement going back over 40 years (Abdullahi, 2011) would be nearing attainment or at least making substantial inroads. So what has stopped us? There are, in fact, many barriers to achieving this goal, such as ongoing world crises (Apple, 2010), which we must persevere in trying to overcome (Apple, 2010). We suggest here that our approaches as global educators, multiple though they may have been, are inadequate in addressing major worldwide issues. Having developed from movements in the United Kingdom and No11h America (for a history see Hicks, 2003), perhaps the fact that the global education movement is born from a position of relative privilege is one aspect that requires further examination. It has often been noted that we must avoid viewing those less fortunate-those living in situations where change is most needed-as 'other', as it is so easy to do (Oxfam Development Education Programme, 2006). Likewise, it has been noted that we should avoid the reflexive response in the form of charity, which is also easy (for affluent communities) to do, but does not achieve lasting change (Oxfam Development Education Programme, 2006). What, then, should we do? How do we employ global education for lasting change?
- Subject
- global education; teachers; teaching
- Identifier
- http://hdl.handle.net/1959.13/1335426
- Identifier
- uon:27434
- Identifier
- ISBN:9789462099876
- Language
- eng
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