This internationally refereed journal is an academic response to the increased public and educational interest in learning and understanding about the wider world. The journal publishes the outcomes of educational research and current debates on development education, global learning, global education, and global citizenship education.

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The Library contains vol. 1(2008) to current

Recent Submissions

  • Critical realism: the philosophy of knowledge that is missing from the Curriculum for Wales

    John Huckle (UCL Press, 2022-11-01)
    The new Curriculum for Wales seeks to develop young people who are ethical, informed citizens of Wales and the world and committed to the sustainability of the planet. While the curriculum requires the integration of subject knowledge, the associated guidance fails to suggest a philosophy of knowledge to inform such integration. Having linked sustainability to political economy and regimes of truth, rule and accumulation, this article draws on the Gesturing Towards Decolonial Futures Collective’s typology of social reform spaces to consider spaces of sustainability politics in Wales. It then argues that the curriculum should enable students to articulate and contest sustainability within and across these spaces, a form of radical global citizenship education. Critical realism can guide curriculum delivery as it provides insights into inter-disciplinary enquiry, the role of critical pedagogy and the development of learners as non-dual beings who are at one with themselves and other human and non-human beings and thereby prepared to act as global citizens seeking sustainability.
  • Creating a community of praxis: integrating global citizenship and development education across campus at University College Cork

    Gertrude Cotter; Yvon Bonenfant; Jenny Butler; Marian Caulfield; Barbara Doyle Prestwich; Rosarii Griffin; Sanaa Khabbar; Nita Mishra; Ruth Hally; Margaret Murphy (UCL Press, 2022-11-01)
    The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study – the first part of an eventual three-part framework – asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020–1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas.
  • Table of Contents: International Journal of Development Education and Global Learning 14(2)

    UCL Press, 2022-11-01
    Issue information for International Journal of Development Education and Global Learning 14(2).
  • Table of Contents: International Journal of Development Education and Global Learning 13(1)

    UCL Press, 2021-05-01
    Issue information for International Journal of Development Education and Global Learning 13(1).
  • Table of Contents: International Journal of Development Education and Global Learning 14(1)

    UCL Press, 2022-05-01
    Issue information for International Journal of Development Education and Global Learning 14(1).
  • Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

    Marcella Milana; Massimiliano Tarozzi (UCL Press, 2021-05-01)
    This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).
  • The contribution of knowing practice to the theory–practice ‘divide’ in global learning

    Andrea Bullivant (UCL Press, 2022-05-01)
    This article draws on research exploring how practitioners in development education centres (DECs) in England conceptualise global learning and understand the relationship between theory and practice. It responds to ongoing critique that when it comes to practice, there is a lack of clarity and reflection on conceptual and theoretical issues, and their implications for what practitioners know and do. Informed by critical grounded theory, the research analysed data obtained through focus groups which were designed to engage practitioners in a process of reflecting on their work collaboratively and critically. While findings from an early analysis of responses appeared to support arguments about a weak theory–practice relationship, revisiting participants’ emphasis on what they do as practice prompted exploration of the literature on similar debates in wider professional contexts. This introduced insights centred on concepts of embodied and ‘knowing practice’. Applying these concepts back to the data supported evidence of a more complex and symbiotic relationship between theory and practice in some participants’ responses. This was significant in reframing the theory–practice divide assumed by the research aims, shifting the emphasis from knowledge to practice, and opening up questions about what knowledge and practice means in the context of DECs. It also empowered practitioners by alerting them to possibilities for engaging more actively with knowledge and transforming their practice collectively.
  • Teacher education for sustainable development within national frameworks: Squaring the circle from a German perspective

    Ellen Christoforatou (UCL Press, 2021-05-01)
    <p class="first" id="d1579319e91"> This article deals with the question of how teacher education and teacher training in Germany – of which many aspects have been fragmentized – can nevertheless provide teachers with an adequate opportunity to systematically develop their professional competences in the field of education for sustainable development (ESD). Based on current education policy goals and relevant empirical research, the article offers a theory intended to cause coherence between three phases of teacher education and training in Germany, thereby integrating academic theory and ESD practice more consistently. Particular attention is given to teacher educators, educational managers, researchers and decision makers, who often have not acquired solid expertise in the specific area of ESD themselves. Their active inclusion is the key success factor in the intrinsic processes regarding organizational development at teacher education institutions. </p>
  • A sour taste in your mouth: consumer privileges and the socio-ecological imperatives of chocolate as pedagogy

    Bob Offei Manteaw (UCL Press, 2021-11-01)
    This article describes how I use autoethnography as a methodological approach to display the multiple layers of my consciousness as a critical global sustainability educator. I use writing to demonstrate how my reflective processes on my work with chocolate as pedagogy in schools facilitate an exploration of the philosophical and pedagogical underpinnings of what it means and what it takes to educate for sustainability and global awareness and in culturally diverse settings. My desire here is to share insights by writing, describing, examining and theorising my experiences of using chocolate as a pedagogical resource for global education and socio-ecological learning to university students. By using autoethnography, I take the position that writing is a way of knowing, as well as a method of self-discovery and analysis. My aim, therefore, is simple: to use autoethnography as a processual avenue to demonstrate how I used cocoa production in Ghana, and chocolate consumption around the world, to deepen understandings of larger issues around production and consumption, as well as the linkages between learning, society and sustainability. In doing so, I foreground my personal reflective experiences in using chocolate as a teaching resource. Those experiences are objectified as the focus of the research, and I become the subject of research.
  • Table of Contents: International Journal of Development Education and Global Learning 13(2)

    UCL Press, 2021-11-01
    Issue information for International Journal of Development Education and Global Learning 13(2).
  • Feeling global belonging: Sensorial experiences in global education

    Madeleine Le Bourdon (UCL Press, 2021-05-01)
    <p class="first" id="d1579507e91"> Global citizenship education (GCE) seeks to develop critical thinking and self-reflexivity and, crucially, to create feelings of belonging to a common humanity. Although the subjectivity of belonging has been widely recognized, gaps remain around the micro-level experiences and practices that foster global identities. This article addresses these questions through the analysis of the individual’s lived experience on an international GCE programme. It will be argued that global belonging is a transformative process of self-identity, shaped primarily through shared sensorial experience where the unfamiliar becomes familiar. The senses here help to create new personal and shared norms building trust, bonds and belonging between individuals from different backgrounds. Thus, in order to understand the journey towards feelings of global belonging, we must look to the senses as key sites of transformation. </p>
  • Bowing down and standing up: Towards a pedagogy of cultural humility

    Noel Habashy; Laura Cruz (UCL Press, 2021-05-01)
    <p class="first" id="d1579941e103"> Cultural humility is a critical skill for effective intercultural interactions. While common in other scholarly fields, the concept is seldom found in the literature of global learning and international education. Utilizing grounded theory, this study explores the development of cultural humility through qualitative data analysis of in-class assignments and reflection journals from a university course in the United States (n=18). Throughout the semester students worked in teams to write grant proposals for agricultural development projects in Kenya. Examining student work and reflections sheds light on differing avenues of global learning, which has traditionally prioritized international travel as the core means of learning. This article proposes a pedagogy of cultural humility to promote global learning through a variety of educational interventions. Prioritizing cultural humility can yield enhanced respect for others, providing a focus on lifelong learning, more meaningful global understanding and more fruitful intercultural relationships. In an increasingly interconnected globe, cultural humility offers a meaningful framework to support substantive interactions between individuals across the globe or down the street. </p>
  • Table of Contents: <i>International Journal of Development Education and Global Learning</i> 13(1)

    UCL Press, 2021-05-01
    <p class="first" id="d1579011e62">Issue information for <i>International Journal of Development Education and Global Learning</i> 13(1). </p>
  • Global citizenship education in Nepal

    Rabi Shah; Peter Brett (UCL Press, 2021-11-01)
    The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal’s relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the ‘macro’ context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the ‘meso’ context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the ‘micro’ context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.

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