A Global Partnership from the Perspective of the Southern School: Perceptions, Pedagogies, and the Power of Love. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 5

Autor/in	Reid, Keri
Institution	University College London (UCL) (United Kingdom), Development Education Research Centre (DERC)
Titel	A Global Partnership from the Perspective of the Southern School: Perceptions, Pedagogies, and the Power of Love. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 5
Quelle	(2022), (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	International Cooperation; International Programs; Foreign Countries; Partnerships in Education; Citizenship Education; Caring; Academic Achievement; Beliefs; Rural Schools; Elementary Schools; Postcolonialism; Teacher Attitudes; Equal Education; Interpersonal Relationship; Ghana; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Hochschulpartnerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Care; Pflege; Sorge; Betreuung; Schulleistung; Belief; Glaube; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Post colonialism; Postkolonialismus; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Our partnership with a Ghanaian school is often used to promote International School Partnership (ISP) programmes. This study aims to explore our 'success story' from the perspective of our colleagues in Ghana. Do they consider our partnership to be successful or is our partner school merely serving a dominant Northern global citizenship agenda? The research considers teacher understandings and applications of global citizenship education (GCE) within a partnership context, from the perspective of teachers in the Global South through an ethnographically-informed case study approach. Findings show that teachers in Ghana highlighted many successful aspects of learning and teaching around GCE within our ISP context. There is evidence of teachers taking a 'writerly approach' to our partnership work which creates space for a wider perspective of global citizenship and GCE. Data also highlights challenges around equity and the place of 'restorative justice' is discussed. Perhaps the most surprising and significant outcome of the study was the importance of relationships and emotions within ISPs, and the impact it has on perceptions of 'success'. (As Provided).
Anmerkungen	Development Education Research Centre. UCL Institute of Education, 33 Bedford Place, London WC1B 5JU. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/development-education-research-centre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01