30 SES 17 A, Education at the Crossroads
Recent policies in education and development in Portugal define Global Education (GE) as a national priority for all levels of education K-12 (GTEC, 2017), targeting future educators at the higher education level (Council of Ministers, 2018), and claiming the importance of investing on research and training in this field (GENE, 2014). There is growing consensus on the importance of higher education in GE, but also of a critical consideration of its role in this field (Shultz, Abdi, & Richardson, 2011). Understanding discourses in GE is key for the conceptual clarity and theorization the field urges (Bourn, 2015; Wegimont, 2016; Coelho, Caramelo & Menezes, 2018). Despite gaining momentum, GE in higher education in Portugal is in a preliminary stage, with little research evidence allowing for a comprehensive understanding and envisioning of the field. Based on a mix-methods approach and supported by critical and postcolonial theory in education (Andreotti, 2011; Andreotti & Souza, 2012), this presentation discusses results of an ongoing research in public higher education institutions (HEI) in Portugal, aiming for a cross-reading of qualitative and quantitative insights. For this purpose, we present an analysis of four curricular experiences (e.g., classes), and interviews with teachers and students in the field of education and social intervention seeking their views on the adoption of GE, through a qualitative study. In a second study, based on a survey, that targeted students from different fields of study and institutions, we collected students’ acquaintance with global education, views on global development and global citizen(ship), as well as with their experiences of civic and political participation. These studies provide teachers and students views on current approaches to GE in higher education, discussing significant elements regarding pedagogical experiences and offering a nuanced understanding of students views around core issues for the practice of GE. The results are to be interpreted in the light of Portugal’s (post)colonial condition. Keywords: global education, global citizenship and development education, higher education, Portugal
Bourn, D. (2015). The theory and practice of development education. A pedagogy for social justice. Oxon: Routledge. Coelho, D.P., Caramelo, J. & Menezes, I. (2018). Why words matter: Deconstructing the discourses of development education practitioners in development NGOs in Portugal. International Journal of Development Education and Global Learning, 10(1):39–58. DOI: https://doi.org/10.18546/IJDEGL.10.1.04 Council of Ministers (2018). National Strategy for Development Education 2018-2022. Retrieved from: http://www.instituto-camoes.pt/images/cooperacao2/resolened1822.pdf. GENE (Global Education Network Europe) (2014). Global Education in Portugal – The European Global Education Peer Review Process. Amsterdam: GENE. GTEC (Working Group for Citizenship Education) (2017). National Strategy for Citizenship Education. República Portuguesa. Retrieved from: https://goo.gl/ren1qR. Shultz, L., Abdi, A. & Richardson, G.H. (2011). Global Citizenship Education and the Role of the Academy: A Critical Introduction. In Shultz, L., Abdi, A.A. & Richardson, G.H. (eds.). Global Citizenship Education in Post-Secondary Institutions - Theories, Practices, Policies (1–9). New York: Peter Lang. Wegimont, L. (2016). Global Education – Paradigm shifts, policy contexts conceptual challenges and a new model of global education. In Hartmeyer, H. & Wegimont, L. (eds.). Global Education in Europe revisited. Strategies and structures, policy practice and challenges (225–241). Münster: Waxmann.
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