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Dr. Angela Daly
Contact information
Name: Dr. Angela Daly
Country: United Kingdom
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About
Organisation: Liverpool John Moores University
Topics of most interest: Global Education as a whole, Citizenship education , Development education, Environmental education, Gender education, Sustainable development education
Types of education of most interest: Primary, Higher education, Comparative education, Non formal education, Youth work and direct engagement of young people
Preference for research approach: Theoretical / conceptual research, Empirical research, Comparative research
Preference for research focusing on: Curriculum, Pedagogy, Policy, Teacher education
Online publishing profile or ORCID code:
Recent publications:
Daly, A. and Brown, J. (2019) Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM Project. In Bamber, P. (ed.) Teacher education for sustainable development and global citizenship: critical approaches to curriculum, values and assessment. Routledge: London.
Daly, A. (2018) Artefacts, Attitudes and Agency: the Sustainable Development Goals as a focus for participatory and creative teaching, learning and assessment practice in higher education. Paper presented at Getting to the Heart of the Sustainable Development Goals: The Role of Teacher Education in Prompting Critical Engagement and Action. Teacher Education Equality and Sustainability Network (TEESnet) Conference, 11 Sept 2018, Liverpool Hope University
Daly, A. and Brown, J. (2016) Global Learning Meets Science and Technology: Teaching Technology Justice in European Classrooms. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 8 (co-ed. Jan Alexis Nielsen & Miriam Ossevoort), pp. 1143-1150. Helsinki, Finland: University of Helsinki. ISBN 978-951-51-1541-6
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The activities and publications of the network are the responsibilities of the organisers, the Development Education Research Centre, and can in no way be seen as reflecting the views of the European Commission.