THE IMPACT OF ‘WIDER
PERSPECTIVES IN EDUCATION’
Module in Year 3 BA QTS Primary Teaching
at Liverpool Hope University
Alison Clark
SETTING UP THE COURSEWider Perspectives in Education
Values at Liverpool Hope University
Changes in the delivery of ITEPartnership Global learningPhilosophy of Teaching
HOW IT ALL BEGANDevelopment Awareness Fund (2007-
2010) A balance of curricular and extra
curricular approaches adopted
Curricular PGCE Primary: Creative Global Citizens conference PGCE Secondary: Cross curricular planning day BAQTS Primary (4 year): Introduction of 3rd year
Wider Perspectives in Education Extra curricular
Service and Leadership Award
WAYS OF LEARNINGPedagogical approach to education for
global citizenship ... enables students to experience the five learning modalities of: Independent learning: promoting
responsibility for learningLearning as dialogue: encouraging co-
operative learningLearning as partnership: working across
institutional and community dividesLearning as public good: developing
commitment to social endsLearning as lifelong: establishing
dispositions and habits of mind(Barr, 2005:57)
Focus on pedagogical approaches: Open space for dialogue and enquiry Service-learning Philosophy for children Co-operative Learning
Explicit links to educational priorities: Sustainable Schools Community Cohesion Diversity and Equality
~ Global Dimension in Practice Conference (2009)
STRUCTURE OF THE COURSESemester 1 Introduction to global learning – themes
and concepts; what is going on in school, NGOs, Development Centres
Draft Philosophy of TeachingSemester 2 The Pedagogy of global learning Projects set up Assessments: Philosophy of Teaching,
Project Presentations
CONTRASTING EXPERIENCEPlacement differences (to previous
practice)
Local ‘diverse’ placements (contrast to usual teaching placements)Global themes focusWork with NGOsSustainable Schools, Eco-schools
Short International placementsComparative Education
Entitlement and Opportunity
A NEGOTIATED EXPERIENCE‘Providing students with the opportunity
to: choose needs or issues in the community
that connect to the course content dialogue with stakeholder in framing and
defining the problem and action engage in problem posing education around
the social, political and economic issues that arise in the service-learning experience’
(Rosenberger, 2000:40)
LOCAL PLACEMENTS
GLOBAL PLACEMENTS
IMPACT OF THE COURSE – UNIVERSITY VIEW
Ofsted
Rector’s Award
External Examiner
SHORT-TERM IMPACTRelationships With schools – impact on partnership, on
hierarchy With the community – a wider network With international providers
Learning Student learning – philosophy of teaching,
reflection Tutor learning – links between theory and
practice School learning – global themes and awareness
LONGER-TERM IMPACTIndications are... Teacher / Hope Network is being created More ‘challenging’ projects Extension of existing projects CPD focus is developing ‘Global Teacher’ Award – early stages
Tutors Teache
rs
PupilsStudents
Strengthened links with partnership schools;
Professional Development
Professional development;
Support for new ideas
Motivation: rich
contextualised learning
Greater interest:Change the ‘ecology of learning’
Learning Community
DISCUSSION What do students get out of diverse
placements / global learning? How is a placement in a developing
country different to that in a developed country? Is one more valuable than the other?
What might be arguments for local vs. global placements (of this diverse nature)?
What are the advantages of group over individual placements?
To what extent should the student research the context they are visiting?
GLOBAL LEARNING INVENTORY I think it’s really important for young people to know what’s going
on in the world Having a global dimension to my education is totally pointless and
would detract from my important learning Global learning is absolutely essential for the development of
myself and those that I teach Global learning is a low priority issue on the scale of what is
important in my life and my work Whilst creative thinking is important there are things which take a
higher priority Global education adds to pupil learning I think global learning is significant but honestly don’t know if it is
more or less important than Maths or English Young people should be aware of different perspectives Global learning is too complex to engage with Incorporating global learning is beyond the role/scope of being a
teacher I hate the whole idea of teaching about global learning Whilst global perspectives in learning could be important, the
concept may need further clarification to be usefully applied to the curriculum
I am very passionate about global education Global learning is possibly one way to promote critical thinking
REFERENCES Barr, I (2005) In the situation of Others. The final
evaluation report on the DFID initiative on embedding the Global Dimension in Initial Teacher Education 2001-2005 (Unpublished Report)
Rosenberger, C (2000) Beyond empathy: Developing critical consciousness through service-learning in O’Grady Integrating service learning and multicultural education in colleges and universities, New Jersey: Lawrence Erlbaum pp23-44