Session Information
07 SES 06A, Citizenship Education
Paper Session
Time:
2008-09-11
10:30-12:00
Room:
BE 016
Chair:
Chris Gaine
Contribution
This paper examines representations of poverty, development, otherness, culture and knowledge in policies and practices related to global citizenship education in England. This work addresses the interface between the cultural and economic dimensions of international development and the potential implications of different pedagogical frameworks for development education in terms of social relations and the reproduction and/or contestation of inequalities and discrimination.
Method
The examination of policy involves two documents published by the Department for Education and Skills (DfES) of the English government in 2000 and 2004 respectively: Developing a Global Dimension in the School Curriculum and Putting the World into World-Class Education. The examination of practice consists of three ‘telling’ case studies illustrating different frameworks for understanding North-South relations in education.
Expected Outcomes
This study raises awareness as to the fact that uncritical and simplistic approaches to global citizenship education can reinforce assumptions that work against the elimination of discrimination and inequality, which, ironically, are stated aims of global citizenship education itself. This study points to the conclusion that if global citizenship education is to meet the challenges of addressing international development in an informed and responsible way, it needs to be conceptualised around ideas of complexity, interdependence, contingency and dialogue.
References
Andreotti, V. (2006) Soft versus critical global citizenship education. Development Education: Policy and Practice, Issue 3 Autumn 2006 Centre for Global Education, Belfast. Said, E. (1978). Orientalism. London: Penguin Books. Spivak, G. (1976). Translator's Preface. In J.Derrida (Ed.), Of Grammatology. Translated by Gayatri C. Spivak (pp. ix-lxxxix). Baltimore: Johns Hopkins University Press.
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