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School Linking and Global Learning--Teachers' Reflections. Research Paper No. 12

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Title: School Linking and Global Learning--Teachers' Reflections. Research Paper No. 12
Language: English
Authors: Bourn, Douglas, University of London, Development Education Research Centre (DERC), Global Learning Programme (GLP) (United Kingdom)
Source: Development Education Research Centre. 2014.
Availability: Development Education Research Centre. Available from: Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioepublications@ioe.ac.uk; Web site: http://www.ioe.ac.uk/research/150.html
Peer Reviewed: N
Page Count: 48
Publication Date: 2014
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Attitudes, Global Education, Correlation, Learning Activities, Interviews, Social Influences, Cultural Influences, Social Justice, Life Style, Foreign Countries, Comparative Education, Cultural Awareness, Educational History, Partnerships in Education, Program Descriptions, Elementary School Teachers, Secondary School Teachers, Private Financial Support, Developing Nations, Educational Development, Faculty Development
Geographic Terms: United Kingdom (England)
ISBN: 978-0-9574546-5-1
Abstract: Over the past decade, school linking has become an important feature of the landscape of global learning and development education in England. Yet what is the actual relationship between having an international link with a school in the Global South and the school's broader curriculum learning activities on global and development issues? This paper addresses this question through a review of the existing literature on global learning and school learning, and through interviews and comments from teachers from seven schools in England. For many schools, establishing an international link started from enthusiasm for supporting a school in a poorer country and for broadening the mindset of its pupils. Wider social and cultural influences have played an important part in how pupils perceive their link, despite the best efforts of teachers to encourage a more social justice, global outlook. What is clear however is that, for all seven schools, developing a link has been of considerable value to the school. It has energised both teachers and pupils to look beyond their school to the wider world. Above all it has made global and development issues 'real' through practical examples of issues, people's lifestyles and comparable forms of learning and education. Questions Used for the Interviews with the Seven Schools: Interview questions for schools involved in the research on school linking is appended.
Abstractor: ERIC
Number of References: 48
Entry Date: 2016
Access URL: https://eprints.ioe.ac.uk/19290/1/DERC_ResearchPaper12_SchoolLinkingandGlobalLearningTeachersReflections.pdf
Accession Number: ED564468
Database: ERIC
FullText Text:
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  Data: School Linking and Global Learning--Teachers' Reflections. Research Paper No. 12
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  Data: Over the past decade, school linking has become an important feature of the landscape of global learning and development education in England. Yet what is the actual relationship between having an international link with a school in the Global South and the school's broader curriculum learning activities on global and development issues? This paper addresses this question through a review of the existing literature on global learning and school learning, and through interviews and comments from teachers from seven schools in England. For many schools, establishing an international link started from enthusiasm for supporting a school in a poorer country and for broadening the mindset of its pupils. Wider social and cultural influences have played an important part in how pupils perceive their link, despite the best efforts of teachers to encourage a more social justice, global outlook. What is clear however is that, for all seven schools, developing a link has been of considerable value to the school. It has energised both teachers and pupils to look beyond their school to the wider world. Above all it has made global and development issues 'real' through practical examples of issues, people's lifestyles and comparable forms of learning and education. Questions Used for the Interviews with the Seven Schools: Interview questions for schools involved in the research on school linking is appended.
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    Languages:
      – Text: English
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        PageCount: 48
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Global Education
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Learning Activities
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      – SubjectFull: Interviews
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      – SubjectFull: Social Influences
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Social Justice
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      – SubjectFull: Life Style
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Comparative Education
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Developing Nations
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      – SubjectFull: Educational Development
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      – SubjectFull: Faculty Development
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: School Linking and Global Learning--Teachers' Reflections. Research Paper No. 12
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