27 SES 07 B, Parallel Paper Session
Parallel Paper Session
The domain global education, including freedom and development education, is attracting more attention in the current educational discourse (Zajda 2010). Especially the process of globalization and the accompanying structural and multidimensional changes, the rising complexity and the growing insecurity of individuals are recognized as challenges for school learning and teaching (Bourn 2008, Belgeonne 2009). “Global education is an education perspective which arises from the fact that contemporary people live and interact in an increasingly globalized world” (North-South-Centre 2008, p.8).
With regard to knowledge and skills needed in order to deal with these challenges different concepts have been drafted and normative goals have been formulated (Asbrand/Scheunpflug 2006, Bourn 2008, North-South-Centre 2008, Osler/Vincent 2002, Pike/Selby 2000). Some of these concepts postulate their goals as competences that learners are supposed to acquire. The development of competences as purpose of school education is required and supported in present education policy in Germany, even in the domain of global education (BMZ/KMK 2007). The results of my study refer to different aspects of the formulated competences in global education. In this presentation the core competences acquisition and processing of information as well as dealing with uncertainty (ibid.) are focused.
In the domain of global education theoretical papers (overview: Bourn 2008), research on teacher education and his role (e.g. Merryfield 2009, Reimer/McLean 2009) or on youth’ attitudes (TNS Opinion & Social 2010) already exist. With regard to youth’ skills development preliminary findings have shown first conceptions of causal relation between knowledge acquisition and the structure of the didactic arrangements (Asbrand 2008). Beyond that research on the students acquisition of domain specific competences, especially classroom research in the domain of global education is until now a desideratum.
The main purpose of my study is to analyze the specific learning processes of students in the context of global education in school. What kinds of processes and activities are taking place in class? How do they deal with complexity, uncertainty and perspectivity? I observed classes in order to gain information about the structure of the didactic arrangements and the students’ dealing with global and complex issues and to reveal which aspects of competences are shown by the students. To meet the verbal and nonverbal complexity of classroom interaction an ethnographical approach was used.
Asbrand, B. (2008). How Adolescents Learn about Globalisation and Development. In Bourn, D. (Ed.). Development Education. Debates and dialogues. (p.28-44). University of London: Institute of Education. Asbrand, B., & Scheunpflug, A. (2006). Global Education and Education for Sustainability. Environmental Education Research, 12(1), 33-47. BMZ/ KMK (Eds.) (2007). Global Development Education. A Cross-Curricular Framework in the Context of Education for Sustainable Development. Bonn. Bourn, D. (2008). Global Skills. London: LSIS. Belgeonne, C. (2009). Teaching the Global Dimension: A Handbook for Teacher Education. Manchester: Development Education Project Manchester, Manchester Metropolitan University. Bohnsack, R. (2010). Documentary Method and Group Discussion. In Bohnsack, R., Pfaff, N. & Weller, W. (Eds.). Qualitative Analysis and Documentary Method in International Educational Research. (p.99-124). Opladen & Farmington Hills: Barbara Budrich. Merryfield, M. (2009). How are Teachers Responding to Globalization? In W. C. Parker (Hrsg.), Social Studies Today: Research and Practice (p.165-174). New York: Routledge. North-South-Centre of the Council of Europe. (2008). Global Education Guidelines. Concepts and Methodologies on Global Education for Educators and Policy Makers. Lisbon. Osler, A., & Vincent, K. (2002). Citizenship and the Challenge of Global Education. Stoke-on-Trent: Trentham Books Ltd. Pike, G., & Selby, D. (2000). In the Global Classroom: Book two. Toronto: Pippin Publishing. Reimer, K., & Mac Lean, L. R. (2009). Conceptual Clarity and Connections: Global Education and Teacher Candidates. Canadian Journal of Education, 32(4), 903-926. TNS Opinion & Social. (2010, August). Standards Eurobarometer 73. Public Opinion in the European Union. Brussels: Requested and Coordinated by the Directorate-General for Communcation. Wenger, E. (1998). Communities of practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Zajda, J. (Hrsg.). (2010). Global Pedagogies. Schooling for the Future. Globalisation, Comparative Education and Policy Research (Bd. 12). Dordrecht, Heidelberg, London, New York: Springer Verlag.
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