Exploring Historical Colonial Relationships in North-South School Partnerships. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 13

Autor/in	England, Ruth
Institution	University College London (UCL) (United Kingdom), Development Education Research Centre (DERC)
Titel	Exploring Historical Colonial Relationships in North-South School Partnerships. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 13
Quelle	(2022), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7396514-7-3
Schlagwörter	Developing Nations; Developed Nations; Partnerships in Education; Teacher Participation; Colonialism; History; International Programs; International Relations; Knowledge Level; Self Esteem; Foreign Countries; Elementary School Teachers; History Instruction; Interprofessional Relationship; Cultural Differences; International Educational Exchange; United Kingdom; Nepal + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Hochschulpartnerschaft; Kolonialismus; Geschichte; Geschichtsdarstellung; Internationale Beziehungen; Wissensbasis; Self-esteem; Selbstaufmerksamkeit; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht; Kultureller Unterschied; Internationaler Austausch; Großbritannien
Abstract	This small-scale qualitative research study examines the extent to which teachers involved in Global North-South School Partnerships engage with learning about shared colonial histories. Existing research in this field suggests that teachers' lack of knowledge and confidence leads to historical context being largely absent from such projects. Further, it is suggested that such omissions can fuel unhelpful stereotypes and assumptions about Global South regions and peoples. In this study, Postcolonial theory has been used to reflect on the importance of including historical colonial context for learning in Global North-South Partnerships and its potential for helping to develop historically conscious practice and a more critical view of development and global issues. The study involved interviews with two UK-based teachers involved in school partnerships to discuss and explore the challenges and barriers they faced in engaging with historical colonial relationships in Global North-South Partnerships and also the benefits to diverse British communities. The recommendations build on the findings from these discussions and aim to contribute to shifting Global North-South Partnerships from sites that potentially uphold, reinforce and reproduce colonial framing, to sites that critically engage with colonial history and its legacy. [This paper was published by Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre (DERC). The Connecting Classrooms through Global Learning (CCGL) programme is funded by the British Council and UK aid.] (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