A place for development education in the current spanish and english curricula: finding possibilities for practice
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A place for development education in the current spanish and english curricula: finding possibilities for practiceAutor(es)
Fecha
2017-12-15Cita bibliográfica
Digón Regueiro, P., Méndez García, R.M., DePalma, R. and Longueira Matos, S. (2017) ‘A place for development education in the current Spanish and English curricula: Finding possibilities for practice’. International Journal of Development Education and Global Learning, 9 (2): 97–114. https://doi.org/10.18546/IJDEGL.09.2.04
Resumen
[Abstract] Development education has a long and well-established trajectory in terms of
initiatives promoted by international organizations, national governments and civil associations, accompanied by a growing awareness of the significance of global issues. Nevertheless, an analysis of the education policy reflected in the official Spanish and English curricula supports what Bourn (2015) has described as the current decline in development education. A comparative analysis of these curricula reveals interesting similarities and suggests a need for initiatives where teachers and schools take the lead in developing educational practice committed to prepare students for global citizenship. Our research project, entitled Investigating the Global Dimension of Development Education: A Pilot Study in a Galician School, was largely inspired by the work of the Global Learning Programme – England, in supporting collaborative networks to develop and implement effective teaching practices related to global issues. This participatory action research project aimed to design and put into practice a school-wide interdisciplinary teaching plan to
embed development education into everyday school practice, where the teachers served as the principle designers and developers of the educational proposals. We include a section of this teaching plan to demonstrate that, despite the limited policy support, there are possibilities for incorporating development education into the existing curriculum.
Palabras clave
School policy
Curriculum
Participatory action research
Curriculum
Participatory action research
Versión del editor
ISSN
1756-5278