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Bullivant, Andrea – International Journal of Development Education and Global Learning, 2022
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…
Descriptors: Theory Practice Relationship, Educational Development, Research and Development Centers, Educational Research
Strachan, Amy – International Journal of Development Education and Global Learning, 2020
This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers' personal and professional commitment to global…
Descriptors: Teacher Attitudes, Elementary School Science, Elementary School Teachers, Science Education
Huckle, John – International Journal of Development Education and Global Learning, 2017
The Global Learning Programme (GLP) in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and…
Descriptors: Global Education, Sustainable Development, Critical Thinking, Critical Theory
Regueiro, Patricia Digón; García, Rosa María Méndez; DePalma, Renée; Matos, Silvana Longueira – International Journal of Development Education and Global Learning, 2017
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…
Descriptors: Global Approach, Educational Policy, Policy Analysis, Comparative Analysis
Bourn, Douglas – International Journal of Development Education and Global Learning, 2016
Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning,…
Descriptors: Foreign Countries, Teacher Role, Change Agents, Social Change