scholarly journals Pedagogy of hope: global learning and the future of education

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Douglas Bourn
Keyword(s):  
Real Life ◽  
Global Learning ◽  
Development Education ◽  
Global Issues ◽  
The Future ◽  
Life Issues ◽  
Global Events ◽  
Pedagogy Of Hope ◽  
The Uk ◽  
Future Of Education

Global events such as the COVID-19 pandemic, the climate emergency campaigns and the Black Lives Matter movements have recently posed challenges for educationalists about their role, particularly in relation to promoting positive visions of the future. Development education and global learning has a major contribution to make within these agendas, particularly if it brings into its practices the ideas of Paulo Freire and his concept of the pedagogy of hope. Hope can often be considered an idealistic and utopian term, but if it is grounded in real life issues and challenges, then it can provide a valuable approach to learning about global issues. Recent examples in the UK and the initiative by UNESCO on Futures of Education demonstrate ways in which questions can be posed about the future of education that can be empowering to all learners.

scholarly journals A place for development education in the current Spanish and English curricula: Finding possibilities for practice

2017 ◽  
Vol 9 (2) ◽  
pp. 97-114 ◽  
Author(s):  
Patricia Digon Regueiro ◽  
Rosa María Méndez García ◽  
Renée DePalma ◽  
Silvana Longueira Matos
Keyword(s):  
Educational Practice ◽  
Global Dimension ◽  
Policy Support ◽  
Global Learning ◽  
Participatory Action ◽  
Action Research Project ◽  
Development Education ◽  
Research Project ◽  
Global Issues ◽  
Teaching Plan

Development education has a long and well-established trajectory in terms of initiatives promoted by international organizations, national governments and civil associations, accompanied by a growing awareness of the significance of global issues. Nevertheless, an analysis of the education policy reflected in the official Spanish and English curricula supports what Bourn (2015) has described as the current decline in development education. A comparative analysis of these curricula reveals interesting similarities and suggests a need for initiatives where teachers and schools take the lead in developing educational practice committed to prepare students for global citizenship. Our research project, entitled Investigating the Global Dimension of Development Education: A Pilot Study in a Galician School, was largely inspired by the work of the Global Learning Programme – England, in supporting collaborative networks to develop and implement effective teaching practices related to global issues. This participatory action research project aimed to design and put into practice a school-wide interdisciplinary teaching plan to embed development education into everyday school practice, where the teachers served as the principle designers and developers of the educational proposals. We include a section of this teaching plan to demonstrate that, despite the limited policy support, there are possibilities for incorporating development education into the existing curriculum.

scholarly journals Young People's Personal Engagement with Global Learning in Further Education

2013 ◽  
Vol 5 (3) ◽  
pp. 46-67 ◽  
Author(s):  
Clare Bentall ◽  
Hannah McGough
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
International Development ◽  
Emotional Responses ◽  
Development Project ◽  
Further Education ◽  
Global Learning ◽  
Global Issues ◽  
The Uk ◽  
Personal Engagement

This article focuses on the degree to which students in further education (FE) colleges in England personally engage with global learning during specific initiatives to incorporate global learning in the curriculum, drawing on findings from the 'Global Learning for Global Colleges' (2009–12) research and development project, funded by the UK ministry for overseas aid, the Department for International Development (DfID). The findings illustrate various levels of engagement, with much learning about, and enthusiasm for, global issues. There is some evidence of some critical thinking around issues by a few students, and also some confirmation that first-hand experience of overseas settings has the potential to contribute to transformation. In terms of action, there is evidence of activities, particularly more charitable ones, informed by feelings of gratitude and wanting to help others, linked to opportunities provided by colleges. But there is little indication of questioning of such responses to global issues. The findings also highlight various emotional responses and forms of resistance by students to the more transformative aspects of global learning.

The economic analysis of rationality in the tradition of Harvey Leibenstein

2020 ◽  
pp. 21-38
Author(s):  
Ivan V. Rozmainsky ◽  
Yulia I. Pashentseva
Keyword(s):  
Economic Analysis ◽  
Real Life ◽  
Informal Institutions ◽  
External Information ◽  
Urban Residents ◽  
The Future ◽  
Information Constraints ◽  
High Degree ◽  
Market Capitalism

The paper is devoted to the economic analysis of rationality in the tradition of Harvey Leibenstein: the authors perceive rationality as “calculatedness” when making decisions, while the degree of this “calculatedness” is interpreted as a variable. Thus, this approach does not correspond to the generally accepted neoclassical interpretation of rationality, according to which rationality is both full and constant. The authors believe that such a neoclassical approach makes too stringent requirements for the abilities of people. In real life, people do not behave like calculating machines. The paper discusses various factors limiting the degree of rationality of individuals. One group of factors is associated with external information constraints such as the complexity and extensiveness of information, as well as the uncertainty of the future. Another group of factors is related to informal institutions. In particular, the paper states that the system of planned socialism contributes to less rationality than the system of market capitalism. Thus, in the post-socialist countries, including contemporary Russia, one should not expect a high degree of rationality of the behavior of economic entities. The paper mentions, in particular, the factors of rationality caused by informal institutions, such as the propensity to calculate, the propensity to be independent when making decisions and the propensity to set goals. The authors also believe that people who live on their own are usually more rational than people who share a common household with someone else. This assumption is verified econometrically based on data on young urban residents collected by the authors. It turned out that the behavior of people included in this database, in general, corresponds to what the authors believed.

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