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Download full textSpínola, Hélder – International Journal of Development Education and Global Learning, 2023
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…
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Conservation (Environment)
Pasha, Aamna – International Journal of Development Education and Global Learning, 2023
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…
Descriptors: Global Education, Teaching Methods, Non Western Civilization, Climate
Gaston Bacquet Quiroga – International Journal of Development Education and Global Learning, 2023
Knowledge systems and social philosophies from Indigenous communities in the Global South have long promoted non-violence through a sense of shared humanity and community building, and as such are valid counter-hegemonic alternatives to the existing colonial, Eurocentric model of knowledge production in use. This article details the contributions…
Descriptors: Decolonization, Indigenous Knowledge, Indigenous Populations, Violence
Laurenz Volkmann; Hedwig Fraunhofer – International Journal of Development Education and Global Learning, 2023
In this article, we aim to contribute to the theoretical conceptualisation and praxis of development education and global learning by engaging with recent discussions in the areas of ecocriticism, ecological literacy and posthumanism. Employing a pedagogical approach that is learner-centred and participatory, and that prepares learners to question…
Descriptors: Environmental Education, Scientific Literacy, Sustainability, Climate
Douglas Bourn; Jenny Hatley – International Journal of Development Education and Global Learning, 2023
Target 4.7 of the United Nations Sustainable Development Goals can provide an opportunity for a more transformative approach to education. To consider this requires a new approach to learning that moves beyond subjects and disciplines to recognise intersectionality as being central to providing a radical rethinking of the purpose of education.…
Descriptors: Sustainable Development, Educational Change, Intersectionality, Role of Education
Direct linkBullivant, 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
Huckle, John – International Journal of Development Education and Global Learning, 2022
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…
Descriptors: Educational Philosophy, Political Influences, Social Change, Citizenship Education
Cotter, Gertrude; Bonenfant, Yvon; Butler, Jenny; Caulfield, Marian; Prestwich, Barbara Doyle; Griffin, Rosarii; Khabbar, Sanaa; Mishra, Nita; Hally, Ruth; Murphy, Margaret; Murphy, Orla; O'Sullivan, Maeve; Phelan, Martha; Reidy, Darren; Schneider, Julia C.; Isaloo, Amin Sharifi; Turner, Brian; Usher, Ruth; Sinalo, Caroline Williamson – International Journal of Development Education and Global Learning, 2022
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…
Descriptors: Foreign Countries, Citizenship Education, Global Education, Interdisciplinary Approach
Hanley, Natalya – International Journal of Development Education and Global Learning, 2021
This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people…
Descriptors: Empathy, Teaching Methods, Global Education, Citizenship Education
Shah, Rabi; Brett, Peter – International Journal of Development Education and Global Learning, 2021
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:…
Descriptors: Global Approach, Citizenship Education, Educational Policy, Foreign Countries
Bourn, Douglas – International Journal of Development Education and Global Learning, 2021
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,…
Descriptors: Teaching Methods, Futures (of Society), Teacher Role, Barriers
Christoforatou, Ellen – International Journal of Development Education and Global Learning, 2021
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…
Descriptors: Sustainable Development, Environmental Education, Pedagogical Content Knowledge, Educational Policy
Le Bourdon, Madeleine – International Journal of Development Education and Global Learning, 2021
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…
Descriptors: Sensory Experience, Global Approach, Critical Thinking, Citizenship Education
Habashy, Noel; Cruz, Laura – International Journal of Development Education and Global Learning, 2021
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…
Descriptors: Cultural Awareness, Intercultural Communication, Grounded Theory, Teaching Methods
Hoult, Simon – International Journal of Development Education and Global Learning, 2020
In this article, the idea of the 'colonial signature' is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to…
Descriptors: Foreign Policy, Intercultural Communication, Cultural Awareness, Student Teachers
