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Teachers as Agents of Social Change

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Bibliographic Details
Title: Teachers as Agents of Social Change
Language: English
Authors: Bourn, Douglas
Source: International Journal of Development Education and Global Learning. 2016 7(3):63-77.
Availability: UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Teacher Role, Change Agents, Social Change, Social Justice, Transformative Learning, Critical Thinking, Global Approach, Role Perception, Citizenship
Geographic Terms: United Kingdom (England)
ISSN: 1756-526X
Abstract: Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning, then three distinct locations of teachers as change agents can be identified. These are as change agents within the classroom, within the wider school, and within society as a whole.
Abstractor: As Provided
Number of References: 54
Entry Date: 2018
Accession Number: EJ1167813
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teachers as Agents of Social Change
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  Data: UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Perception%22">Role Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink>
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  Data: Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning, then three distinct locations of teachers as change agents can be identified. These are as change agents within the classroom, within the wider school, and within society as a whole.
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  Data: 54
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  Data: 2018
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  Data: EJ1167813
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Role
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      – SubjectFull: Change Agents
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      – SubjectFull: Social Justice
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      – SubjectFull: Role Perception
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      – SubjectFull: Citizenship
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      – SubjectFull: United Kingdom (England)
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