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  • Global learning: A catalyst for curriculum change

    Stephen Scoffham (UCL Press, 2018-11-01)
    This article considers some of the key challenges and opportunities for global learning. It is argued that global learning is a confused terrain that is emotionally 'hot' because it impacts on deep-rooted notions of nationality and personal identity. The difficulty of engaging with controversial issues such as power relations, social injustice, migration and global poverty are explored, along with the legacy of colonialism. Recognizing that global learning aims to develop new ways of thinking suggests that progression and assessment may need to be reframed around overarching concepts and the formation of values, rather than measurable outcomes. Intriguingly, this also offers an opportunity to realign the curriculum to better address twenty-first-century needs, particularly with respect to sustainability and the environment.
  • 'A Mile Wide and an Inch Deep': Surveys of Public Attitudes towards Development Aid

    David Hudson; Jennifer vanHeerde-Hudson (UCL Press, 2012-01-01)
    In this article we argue that existing survey instruments used to examine public attitudes to global poverty are not fit for purpose. Surveys need to be redesigned to successfully support the threefold purpose of development education and public engagement. The core of our critique is that existing measures suffer from poor measurement validity, and fail to control for knowledge-levels or perceptions of aid effectiveness, both of which are thought to limit support. Researchers also lack understanding of the factors that motivate support for development aid in the first place. We conclude by making recommendations for future surveys of public attitudes and suggest that building support for development may require speaking to many publics as opposed the public.
  • Youth voices on global citizenship: Deliberating across Canada in an online invited space

    Lynette Shultz; Karen Pashby; Terry Godwaldt (UCL Press, 2017-10-01)
    This article examines the processes of youth engagement in an 'invited space' for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content and process of The National Youth White Paper on Global Citizenship (2015) demonstrated that youth have important policy knowledge and understand they live in a globalized world that includes unacceptable inequalities and oppressions. They also understand that, through acts of citizenship, these conditions can be changed. The article discusses how students were engaged in developing public opinion and working in the public sphere while developing the policy paper on the topic of global citizenship.
  • Globalization and International Education

    Richard P. King (UCL Press, 2014-03-01)

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