Global education

Experiencing the global dimension of sustainability: student dialogue in a European-Latin American virtual seminar

by Marco Rieckmann

Barth, M. , & Rieckmann, M. (2009). Experiencing the global dimension of sustainability: student dialogue in a European-Latin American virtual seminar. International Journal of Development Education and Global Learning, 3(1), 23-38.

This article suggests as important elements of education for sustainable development an active engagement with global... more This article suggests as important elements of education for sustainable development an active engagement with global issues, and involvement in international communication and cooperation. As there is a dearth of learning settings that offer and stimulate an interactive dialogue between learners from the North and the South, this paper proposes as a possible model the International Virtual Seminar ‘Sustainable Development in Europe and Latin America’, which involved participants from Chile, Mexico, Peru, and Germany. Results show how students experienced the global dimension of sustainability; and that they improved their competencies crucial for international communication about and cooperation in sustainable development. The findings also indicate the main challenges faced by students during their learning process.

Biodiversity and global learning

by Marco Rieckmann

Rieckmann, M., & Timm, J. (2010). Biodiversity and global learning. Digital Development Debates, 1(1).

The United Nations declared 2010 the International Year of Biodiversity. This emphasis on the significance of... more The United Nations declared 2010 the International Year of Biodiversity. This emphasis on the significance of biodiversity for human existence and well-being reveals just how important expanding biodiversity conservation really is. Against this background the question arises as to how much global learning can contribute to maintaining biodiversity.

The "Me to We" Social Enterprise: Global Education as Lifestyle Brand

by David Jefferess

Critical Literacy 6.1 (2012)

he North American-based social enterprise Me to We has developed into one of the leading youth-oriented humanitarian... more he North American-based social enterprise Me to We has developed into one of the leading youth-oriented humanitarian agencies in Canada and provides a primary means of actualizing global citizenship within the Canadian education system. Through the annual We Day spectacles and the organization’s Schools In Action program, Me to We engages with tens of thousands of Canadian youth each year. Drawing upon the idea of a “personal” social movement and the articulation of cosmopolitanism as a “lifestyle”, Me to We is an example of, but also extends, Elise Chouliaraki’s notion of “post-humanitarian discourse.” This article provides a critique of Me to We as a “lifestyle brand” which functions as much within the discourse of humanitarianism as it does the emergent self-help industry in North America. Me to We’s social enterprise model provides a specifically neoliberal formulation of the practice of philanthropy in that it relies upon corporate-consumer affiliation not only with the “brand” but with the celebrity front men of the organization, Craig and Marc Kielburger. Despite the appeal to the collective, the pedagogical project of Me to We relies upon, and reinforces, the benevolent subject who is distinguished by their desire to transcend affluence without giving it up.

Geography’s Contributions to Teacher Learning and Practice About Sustainable Development Through a Study Visit to The Gambia

by Fran Martin

Published in Geography Education 2007

Mutual Learning: The impact of a study visit course on UK teachers’ knowledge and understanding of global partnerships.

by Fran Martin

Published in Critical Literacies: Policy and Practice 2008

North-South School Linking as a controversial issue.

by Fran Martin

Published in Prospero 2005

Translating Theory into Practice and Walking Minefields: Lessons from the Project 'Through Other Eyes' (2008)

by Vanessa de Oliveira Andreotti

Co-authored with Lynn Mario de Souza. Published in the 'International Journal of Development Education and Global Learning', 1(1):23-36.

Global learning in the knowledge society: four tools for discussion. (2008)

by Vanessa de Oliveira Andreotti

Co-authored with Lynn Mario de souza. Published in "Journal of Development Education Research and Global Education', 31:7-12.

Through Other Eyes

by Vanessa de Oliveira Andreotti

Available at www.throughothereyes.org.uk

The Future of online learning: a global education context

by Pru Mitchell

This paper was prepared in January 2010 at the request of AusAID to inform the future direction of the Global Education website Project. It seeks to provide a brief overview of future trends and issues related to online education, with a particular focus on global education online. The principal author was Cecily Wright, with input from Pru Mitchell and Cathy McNicol of the Global Education website project.

This discussion paper seeks to provide an overview of initiatives in Australian education relevant to online learning... more This discussion paper seeks to provide an overview of initiatives in Australian education relevant to online learning and to present key issues related to 21st century learners, teachers, pedagogy, curriculum and technologies. In looking for digital content to support online global education the key elements sought were that content was interactive, visual, media-rich, collaborative, searchable, exchangeable and community-enriched. Barriers to online learning identified include teacher capability, internet filtering, infrastructure, copyright, equity of access and cost.

Have You Eaten Rice Today?

by Jonathan Penson

Have You Eaten Rice Today? is a VSO volunteer’s account of three years spent training teachers in a small village in... more Have You Eaten Rice Today? is a VSO volunteer’s account of three years spent training teachers in a small village in the Himalayan foothills. It is also an account of the rising influence of globalisation in Nepal, and its effects on the village community. Looking at the connections between the development industry, the global economic system, and the rise in the Maoist rebellion in Nepal, it seeks to show the ties between decisions made in the West, by consumers as well as by politicians, and the lives of some of the poorest people in the world

Coffee, Fairtrade & Rwanda

by Jonathan Penson

Co-authored with Sara Edstrom and Annie Chamberland

‘Coffee, Fairtrade and Rwanda’ explains how the world coffee system works and how Fairtrade fits in. It looks at how... more ‘Coffee, Fairtrade and Rwanda’ explains how the world coffee system works and how Fairtrade fits in. It looks at how coffee is produced and how the world coffee trading system affects coffee producers. Written by volunteers working in Rwanda with Voluntary Service Overseas, it is aimed to be a complete resource for self-briefing for those interested in global education.

Fairtrade or fifty-fifty? The consequences of shifts in African perceptions of Fairtrade for development education practitioners

by Jonathan Penson

In: Policy and Practice: A Development Education Review, Issue 5, pp. 20-30. Centre for Global Education: Belfast. (2007)

Jonathan Penson examines the prized reputation Fairtrade has established among consumers for ethical trading, and... more Jonathan Penson examines the prized reputation Fairtrade has established among consumers for ethical trading, and finds that there is evidence that problems with Fairtrade institutions are encouraging some African coffee producers to exit the Fairtrade system, and that alternatives to Fairtrade are arising. Given that Fairtrade is so often and so successfully used as a synecdoche by development education practitioners for wider issues of advocacy around trade justice, this finding may have important repercussions for them.

Rozwój zrównoważony a kapitał społeczny i metody jego budowania (Sustainable development and methods of building social capital)

by Andrzej Klimczuk

A. Klimczuk, Rozwój zrównoważony a kapitał społeczny i metody jego budowania (Sustainable development and methods of building social capital), [in:] Wyzwania globalnego rozwoju, Wyższa Szkoła Gospodarki w Bydgoszczy, Bydgoszcz 2011, p. 56-59.

Nowadays, more and more often is assumed that reducing the delays of development favor not only financial resources,... more Nowadays, more and more often is assumed that reducing the delays of development favor not only financial resources, or access to modern technology, but also the characteristics of nations and regional communities. Addressing the key global issues depends on the skills of cooperation between people at the local and regional level. In other words, in different human collectivities becomes necessary social capital, assuming that certain forms enables efficient implementation of tasks to improve quality of life. In this context, it becomes important to understand how social capital formation bringing positive effects for the individual communities and their environment.
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Współcześnie coraz częściej zakłada się, iż zmniejszaniu zapóźnień rozwojowych sprzyjają nie tylko środki finansowe, czy dostęp do nowoczesnych technologii, lecz też cechy narodów i społeczności regionalnych. Rozwiązanie istotnych problemów globalnych zależy od umiejętności współpracy między ludźmi na poziomie lokalnym i regionalnym. Innymi słowy w poszczególnych zbiorowościach ludzkich niezbędny staje się kapitał społeczny, który przybierając określone formy umożliwia efektywną realizację zadań na rzecz poprawy jakości życia. W tym kontekście istotne staje się zrozumienie sposobów kształtowania kapitału społecznego przynoszącego pozytywne efekty dla poszczególnych zbiorowości i ich otoczenia.

Re-visioning Global Education (Essay Review)

by Mary Ann Chacko

Co-authored with Prof. E. Wayne Ross (University of British Columbia)

Local Meanings, Global Schooling

by Darcie Vandegrift

Patriotism and Nationalism in Music Education

by David Hebert

Forthcoming multi-author book, co-edited with Alexandra Kertz-Welzel.

Patriotism And Nationalism In Music Education
by David Hebert and Alexandra Kertz-Welzel (edt.)
ISBN-13 : 9781409430803
ISBN-10 : 1409430804
Publisher : ASHGATE PUBLISHING
Format : Hardback
Pub Date : August 2012
Status : Not yet published [complete manuscript now in press]

Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs... more Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. The fields of 'peace studies' and 'education for international understanding' may better reflect current values shared by the profession, values that often conflict with the nationalistic impulse. This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Japan, Taiwan, Singapore and Canada.


Hebert, D. G. & Kertz-Welzel, A. (Eds.) (2012, Ashgate, forthcoming/in press). Patriotism and Nationalism in Music Education. [Contributors: Simon Keller, Jane Southcott, Kari Veblen, Ambigay Yudkoff, Carlos Abril, CheeHoo Lum, Eugene Dairianathan, Amy Beegle, Wai-Chung Ho, Marja Heimonen, David G. Hebert, Alexandra Kertz-Welzel].

Re-visioning Global Education

by E. Wayne Ross

Essay review, co-authored with Mary Ann Chacko, of the book Visions in Global Education: The Globalization of Curriculum and Pedagogy in Teacher Education and Schools. Published in Theory and Research in Social Education, Winter 2011.

"Conscious Learning and Learning to be Conscious: A Position Paper for Transcultural Global Education"

by Gregory Nixon

@ *Journal of Interdisciplinary Education: Curriculum Opportunities for Fostering Peace in a Diverse Global Community* 9 (1), 2010, 135-147.

In this putative “position paper,” I review the necessity of a global form of education by addressing the global and... more In this putative “position paper,” I review the necessity of a global form of education by addressing the global and human crisis we are in. I note that many postmodern and multicultural approaches deny there are universal human values or that individuals can rise above their cultural traditions, either of which renders hopeless any attempt to meet this crisis through global education. Instead, I insist that there are a)universal values and b)identifiable stages of individual conscious development, the higher of which allows for a planetary (i.e., transcultural and transnational) perspective. It is my contention that the above makes decolonized global education (as espoused by groups such as the WCCI) desirable and necessary.