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Reflecting on the terms

Reflecting on key global education terms
bookshelf with colourful books
© University College London

To bring together our course poll results and the range of perspectives from researchers, we would now like you to take some time to think about the following questions:

  • Which of these views seem most relevant or applicable to practice in your own class, school, or national context?
  • Why is this the case?
  • Have your ideas about the terms changed since the start of the course? If so, in what ways?

Please respond to these questions in a short post (100 words) in the Discussion area below.

Additional resources

Below is a list of a few further readings which you might like to explore. These are entirely optional, but look at some of the research underpinning our use of specific terms in more detail.

Andreotti, V. (2006) ‘Soft versus Critical Global Citizenship Education’, Policy & Practice: A Development Education Review, vol 3, 40–51.

Bourn, D. (2014). The Theory and Practice of Global Learning. DERC Research Paper No. 11 for the GLP. London: IOE.

Eten, S. (2015) Indigenising Africa’s Environmental Education through a Development Education Discourse for Combating Climate Change. Policy and Practice: A Development Education Review, vol 21: 98-114.

Kumar, A. (2008) ‘Development Education and Dialogical Learning in the 21st Century’, International Journal of Development Education and Global Learning, 1(1), pp. 37–48.

Mesa Peinado, M. (2011) ‘Reflections on the five-generation model of development education’. International Journal for Global and Development Education Research. Issue Zero: 161-167.

Serf, J. (2008) Global Learning in a Changing and Unpredictable World, FORUM, 50(3), 411-418. (PDF available in ‘Downloads’ at the bottom of the page)

© University College London
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