Background

New Issue

Latest issue of Interational Journal of Development Education and Global Learning published. 

This new issue sets out to "examine education for social justice in a variety of educational settings: from social movements, through youth work to higher education." The International Journal of Development Education and Global Learning is an open-access internationally refereed journal that publishes the outcomes of research and current debates on development education and related concepts such as global learning, global education, and global citizenship. There are no article processing charges - it is free to write for and free to read. 

Featuring

  • Simon ETEN and Albert Kojo QUAINOO: What are the critical dimensions in Ghana’s senior high school social studies curriculum? Under the lens of a critical global citizenship education framework. 
  • Eleanor J. BROWN and Laura Louise NICKLIN-REEVES: Spitting rhymes and changing minds: Global youth work through hip-hop. 
  • Linda CLARKE and Lesley Abbott: Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils. 
  • Anna-Leena RIITAOJA, Hanna POSTI-AHOKAS and Hille JANHONEN-ABRUQUAH: North– South–South collaboration as a context for collaborative learning and thinking with alternative knowledges. 
  • Helen UNDERHILL: Agonistic possibilities for global unlearning: Constraints to learning within global citizenship education and social movements. 
  • Gonzalo OBELLEIRO: Book review: Value-Creating Global Citizenship: Engaging Gandhi, Makiguchi, and Ikeda as examples, by Namrata Sharma.
     

ANGEL Network,
Development Education Research Centre (DERC)
UCL Institute of Education
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Carousel image attribution: "panoramio (2525)" by William “Patrick” Ma. Under CC 3.0

The establishment of this network and website has been made possible with funding support from the European Commission.
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.