This short webinar from ANGEL partner organisation the Development Education Research Centre focuses on new research produced by students of DERC's Masters programme in Global Learning, a distance learning programme which introduces students to a range of perspectives and approaches to global learning, global citizenship education and education for sustainable development. Three students from the programme will present dissertation projects that they are conducting as part of their studies.
Come along to this seminar to hear bitesize summaries of new research on global education and learning, with a chance to put questions to the presenters.
The event will be chaired by Professor Doug Bourn, Director of DERC and Co-Chair of ANGEL. After the presentations, there will be time for a Q&A.
This online event will be particularly useful for researchers, particularly those in the early career stage, and teachers.
Exploring how Chinese high school students prepare for overseas study through intercultural engagement and global citizenship education. In this study I explore the preparation of Chinese perspective international students for engaging in a wider world, and the role intercultural engagement and Global Citizenship Education(GCE) plays for this preparation. As a counsellors working for the international education, I shoulder the responsibility to help the students be better prepared for future study and life abroad, which is vital to the development of international education. After learning of intercultural engagement and GCE, I found there are some intersect and similarity in the content and pedagogy. Then, I decide to explore the connections between intercultural engagement and GCE and preparation for overseas study, and the role they may play in the preparation.
Teaching history and Global Citizenship Education through English as a medium of instruction in secondary education in Rwanda. Employing a post-colonial lens makes visible the inequality caused through language policies that employ and ex-colonial language as the medium of instruction, benefiting a social elite, while alienating the majority who do not have access to the language. This has been reinforced through globalisation with a growing trend within the Global South of adopting policies of EMI in order to produce citizens who are able to linguistically compete in the global markets (Deadren, 2014). But what is the impact of teaching Global Citizenship Education, particularly in post-conflict societies, such as Rwanda, through English as a medium of instruction? My research focuses on the relationship between EMI and GCE through a post-colonial lens, investigating the implications of teaching history and GCE through EMI in secondary education in Rwanda.
Developing Global Citizenship in International Schools: A Model United Nations Case Study. I have been facilitating this programme at my school for the past few years and view it as an invaluable tool in achieving some of the objectives promoted by DE/GE/GC programmes. Through my research, I wanted to see if the outcomes aligned with these objectives, whilst also exploring the benefits and limitations of programmes like this being almost exclusive to fee-paying, international schools.
Conference organised by the UNESCO Chair in Global Citizenship Education (GCE) in Higher Education looks at educational practices and research experiences.
Be part of a session on the theme “Teacher Education for Global Social Justice” at June's International Conference in Berlin.
Carousel image attribution: "panoramio (2525)" by William “Patrick” Ma. Under CC 3.0
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