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.


The Library contains vol. 1(2008) to current

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  • Beyond a pedagogy of reason: exploring a pedagogical approach for a non-Western context

    Aamna Pasha (UCL Press, 2023-05-01)
    Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations – specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of rahma (compassion and mercy) and adl (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social change.
  • Editorial: global citizenship as a pedagogy of hope

    Douglas Bourn (UCL Press, 2023-05-01)
  • Integrating planetary citizenship as a cross-curricular theme and a whole-school approach: using a value-creating approach to learning

    Namrata Sharma (UCL Press, 2023-05-01)
    This article reflects on the double planetary crises of climate impacts and Covid-19 from a study of certain Indigenous perspectives. An early review of the impact of these crises suggests the importance of resilience at the national and regional level to combat these challenges. Value-creating global citizenship education is a pedagogical approach developed from a study of certain Indigenous perspectives to enhance the United Nations 2030 Agenda for Sustainable Development, and beyond. The key focus of this approach is to build resilience and hope through engaged relationships between learners and their natural, social and educational environments. Using this approach, education for planetary citizenship is proposed as a cross-curricular theme, and a whole-school orientation for education across nation states, within formal and non-formal settings. Under this banner, the study of human relationship to Nature and its exploitation, risks such as climate change crisis, threats from global pandemics and lessons from Green Schools and Eco-Schools are suggested as focal points of study. In discussing these issues, this article enacts a dialogic engagement with multiple world views that brings into focus different ways of thinking about ourselves, society and Nature, such as reflected in the Earth Charter, which can enhance the intercultural dimension of education.
  • Table of Contents: International Journal of Development Education and Global Learning 15(1)

    UCL Press, 2023-05-01
    Issue information for International Journal of Development Education and Global Learning 15(1).
  • Futures and hope of global citizenship education

    Massimiliano Tarozzi (UCL Press, 2023-05-01)
    This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO’s recent report Reimagining Our Futures Together , which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire’s vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism.
  • Situating Daisaku Ikeda’s essential elements of global citizenship within contemporary scholarship: a qualitative meta-synthesis

    Paul Sherman; Olivia Boukydis (UCL Press, 2023-05-01)
    This article reports on meta-synthesis research that examined contemporary scholarship on global citizenship for the purpose of identifying a possible alignment with Daisaku Ikeda’s views on global citizenship. Thirty relatively contemporary scholarly articles on the subject matter were examined using a qualitative meta-synthesis methodology. Ikeda’s speech entitled ‘Thoughts on education for global citizenship’, delivered over 25 years ago at Columbia University’s Teachers College, USA, contains his most frequently cited ideas on the salient conditions required for global citizenship. As Ikeda is a thoughtful and prolific author on the subject of global citizenship, there is merit in exploring the alignment of his ideas about this concept with those articulated in contemporary scholarship. Conducting a meta-synthesis through the lens of Ikeda’s essential elements of global citizenship has helped to identify potentially useful contributions to the global citizenship discourse. This article highlights salient common themes of global citizenship uncovered through the meta-synthesis research, as well as providing an alternative definition of global citizenship gleaned from the findings.
  • Environmental attitudes among students at the University of Madeira, Portugal

    Hélder Spínola (UCL Press, 2023-05-01)
    In the face of the present ecological crisis, improving environmental attitudes is crucial to encourage a cultural transformation that can rebalance the equilibrium between human activities and the planet. The New Ecological Paradigm (NEP) scale was used to measure the environmental attitudes of students at the University of Madeira, Portugal, and to unveil the challenges that need to be addressed at the local and global level through an environmental education effort. This article presents two dimensions of the NEP scale: the high levels of the ecocentric world view and the rejection of anthropocentrism. It also points out some inconsistencies in the NEP scale. For example, the belief in human ingenuity to properly manage natural resources and keep the planet habitable should be seen as supporting our ability to move towards sustainability, and not the opposite. However, the lack of concern about human population growth requires this to be brought to the centre of the environmental education effort.
  • Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

    Linda Clarke; Lesley Abbott (UCL Press, 2019-11-01)
    Developing pupils' knowledge and understanding of world poverty and how to reduce it requires building teachers' capacity. With this objective in mind, the UK Global Learning Programme (GLP 2013–18) sought to determine the extent to which a social justice mentality was evident among pupils in Northern Ireland schools in tandem with, or instead of, the prevailing charity mentality. Using a qualitative approach, the research examined their conceptions of, and attitudes towards, social justice and equity, and how they had helped make the world fairer. They understood the causes of inequality and saw the contrast between great wealth and absolute poverty. Their growing motivation to help related mainly to charitable actions, but there was evidence of critical thinking about longer-term implications and a social justice stance.
  • Actionable Postcolonial Theory in Education

    Fran Martin (UCL Press, 2012-08-01)
  • Global Learning in Austria: Towards a National Strategy and Beyond

    Neda Forghani-Arani; Helmuth Hartmeyer (UCL Press, 2009-08-01)
    This paper discusses the development of Global Learning in Austria, paying special attention to the process and outcome of the major undertaking of developing a national strategy. The first part of the paper provides a descriptive outline of the contextual development, while the second part conjoins the description of the process of strategy development with policy discourse analysis to ask how the idea of a pedagogical response to globalisation affects policy and how engaging with policy affects that idea. The concept of Global Learning as defined in the strategy document is examined in its orientation and intent using a conceptual framework that highlights differing approaches to global citizenship education, in an attempt to situate the Strategy's conceptual approach in the broader international discourse.
  • Disrupting Liberal Discourse in a Neoliberal World: The Potential of Transformative Education During a Short Term Study Abroad Course in Cuba

    Catharine Chaput; Michael O'Sullivan; Christine Arnold (UCL Press, 2009-08-01)
    Can transformative learning experiences be achieved in short term study abroad programs given the hold that liberal and neoliberal ideologies have on student thinking? Basing ourselves on Hall's and Foucault's analyses of liberalism and neoliberalism respectively and Mezirow's work on transformative learning, we examine, and learn from, the experiences of two groups of Canadian students who visited Cuba within the framework of a supposedly transformative program.
  • What do young people learn when sponsoring a child in the Global South? Empirical findings from Germany

    Marina Wagener (UCL Press, 2018-05-01)
    This paper describes and analyses the results of research into the learning experiences of young people in Germany who sponsor a child living in the Global South as part of their school activities. First, the research context and methodological approach is presented. A qualitative-reconstructive design was applied using the documentary method of analysis to identify implicit knowledge structures. Second, the central findings, particularly three reconstructed types of learning experiences – concretization, generalization, dissociation – are presented and illustrated by extracts from the empirical data. Third, the discussion of the results reveals the limits of global learning from child sponsoring.
  • Service Learning as a Pedagogy of Interruption

    Judy Bruce (UCL Press, 2013-01-01)
    As a teacher, educator, and strong advocate for service learning, I became very interested in both the opportunities and the limitations of current approaches to service learning. This article begins to sketch an as yet unrealized relational approach to service learning, drawing on ideas about encounters with Others in the work of the philosopher Emmanuel Levinas. The first part of the article offers a brief introduction to the field of service learning and explores problematic aspects related to traditional and critical approaches in service learning initiatives, where ideas of objective knowledge of self and Other, teleological notions of progress, and server–served relationships limit possibilities of engagement and transcendence. The second part of the article draws on post-structuralist ideas in education to propose a distinction between the desire 'to learn from the Other' and the risky and difficult disposition to be open 'to being taught by the Other' (Biesta, 2012). I propose a strategic step beyond the limitations of traditional and critical approaches to service learning, where difference is seen as a productive and indispensable force, and where education is about encountering the world/the Other and being altered by it.
  • Educating for global citizenship: Australia as a case study

    Ruth Reynolds; Suzanne MacQueen; Kate Ferguson-Patrick (UCL Press, 2019-05-01)
    Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.
  • Editorial

    Clare Bentall (UCL Press, 2016-06-01)
  • 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.