scholarly journals Poor understanding? Challenges to Global Development Education

2018 ◽  
Vol 10 (1) ◽  
pp. 1-26
Author(s):  
John Buchanan ◽  
Meera Varadharajan
Keyword(s):  
Physical Environment ◽  
Continuum Model ◽  
Development Aid ◽  
Global Development ◽  
Education Students ◽  
Development Education ◽  
The World ◽  
Poor Understanding ◽  
Developed Nations ◽  
Teacher Education Students

As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

scholarly journals Perceived Affordances, Tensions, and Complementarities in the Physical and Digital Environments Frequented by Future Teachers

2016 ◽  
Vol 7 (1) ◽  
pp. 68-81 ◽  
Author(s):  
Diane Pruneau ◽  
Jackie Kerry ◽  
Viktor Freiman ◽  
Joanne Langis ◽  
Mohamed Bizid
Keyword(s):  
Physical Environment ◽  
Digital Natives ◽  
Urban Environments ◽  
Future Teachers ◽  
Education Students ◽  
Social Affiliation ◽  
Outdoor Activities ◽  
The World ◽  
Digital Environments ◽  
Teacher Education Students

Abstract Is future teachers’ contact with the physical environment significant enough for them to choose to educate their students about sustainability? These digital natives stand out from previous generations by their way of living. The research based on grounded theory was aimed at understanding future teachers’ relationships with physical and technological environments. The analysis of interviews, with Moncton and Montreal teacher education students, reveals that future teachers maintain a sporadic relation to the natural environment. They are still conscious that nature provides them calmness, rejuvenation and beauty. The Internet offers them distraction, social affiliation, personalized information, and facilitates their tasks and contact with the World. Future teachers are critical and cautious in their use of ICT but are however not much involved in the environmental cause. The research emphasizes the need to work on future teachers’ relationship to the physical environment with outdoor activities to get to know, appreciate, analyze and improve the natural and urban environments.

Hyper Visual Culture: Implications for Open Distance Learning at Teacher Education Level

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Dairai D. Dziwa
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Teachers ◽  
Visual Analysis ◽  
Visual Learning ◽  
Education Level ◽  
Education Students ◽  
The World ◽  
Visual Pedagogy ◽  
Teacher Education Students

Many printed and electronic texts to date abound with visual information purportedly integrated to enrich the learning experience of the readers. The world today is inundated with images. Thus, consciously or unconsciously, visual learning is becoming prominent in every learning situation and inevitably in the print-based open distance learning model (ODL) in teacher education. In this paper I argue that there is no proportionate growth between the use of visual language and visual semiotics competences for open distance learning at teacher education level in Zimbabwe. This paper is based on empirical findings from a gender critical visual narrative study conducted in Zimbabwe with 20 teacher education students. Prompts in conjunction with focus group discussions were used to solicit participants to exhibit how gender perspectives were interpreted through the encoding and decoding of visual displays. The results showed that the images actually exhibited gendered data, particularly critical social themes such as gender violence, fights for equal rights and gender oppression reversals in addition to the predictable patriarchal, masculine, hegemonic themes identified. The study therefore concluded that exposing the student teachers to visual pedagogy during ODL without the pre-requisite visual interpretation skill is disastrous, ineffective and time wasting. Learning becomes divorced from the world in which the learner lives. The paper therefore puts forward some guidelines for the adoption of visual pedagogy and recommendations to expose the teacher education students to the visual grammar and semiotic skills necessary for visual analysis.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

Unveiling the Theoretical Mistakes in the World Bank Formation and its Implication on Survival of Africa Monetary Union

2019 ◽  
Vol 10 (1) ◽  
pp. 119-124
Author(s):  
Olatunji Abdul Shobande ◽  
Kingsley Chinonso Mark
Keyword(s):  
World Bank ◽  
Monetary Union ◽  
Political Interest ◽  
World Bank Group ◽  
Policy Makers ◽  
The World Bank ◽  
The World ◽  
Bank Group ◽  
The Stability ◽  
Developed Nations

Abstract The quest for urgent solution to resolve the world liquidity problem has continued to generate enthusiastic debates among political economists, policy makers and the academia. The argument has focused on whether the World Bank Group was established to enhance the stability of international financial system or meant to enrich the developed nations. This study argues that the existing political interest of the World Bank Group in Africa may serve as lesson learned to other ambitious African Monetary Union.

‘Give Me Liberty, or Give Me . . . Nice, New, Shiny Things’: Global Development Aid Education in Australia

2016 ◽  
Vol 15 (3) ◽  
pp. 319-336
Author(s):  
John Buchanan ◽  
Meera Varadharajan
Keyword(s):  
Development Aid ◽  
Global Development ◽  
Policy Documents ◽  
Empathic Response ◽  
Shared Humanity

In a world where we are being confronted with seemingly ever more distressing images of our inability or unwillingness to exercise and extend our humanity to one another, this paper discusses global development aid, and how education, and, more specifically, syllabus and policy documents, can contribute to a more informed and empathic response to people who see through eyes different from our own. This paper discusses curricular initiatives, to enhance students’ understanding and responses to issues of global inequalities. The paper embeds this discussion within an examination of elements shaping minds and hearts with regard to such issues, and on impediments to and opportunities for a more informed and humane response to our shared humanity.

Teaching Collegiate Journalists How to Cover Traumatic Events Using Moral Development Theory

2019 ◽  
Vol 75 (2) ◽  
pp. 233-246
Author(s):  
Stephanie Anderson ◽  
Brian Bourke
Keyword(s):  
Moral Development ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Traumatic Events ◽  
Psychological Effects ◽  
Development Theory ◽  
Psychological Skills ◽  
Education Students ◽  
Development Education

The authors make the argument that trauma journalism should be taught as part of the postsecondary curriculum in journalism schools. As part of that education, students will learn that coping with the psychological effects of repeated exposure to such events can have long-term impacts on their mental health. As Kohlberg and Rest found, students in college are at a pivotal point in their moral development. Education takes place as adolescents are developing key psychological skills, including moral and ethical decision-making. Collegiate journalists should be gaining these valuable reasoning skills as it relates to covering traumatic events.

Sign in / Sign up

Export Citation Format

Share Document