Power and Representation: A Postcolonial Reading of Global Partnerships and Teacher Development through North-South Study Visits

Autor/inn/en	Martin, Fran; Griffiths, Helen
Titel	Power and Representation: A Postcolonial Reading of Global Partnerships and Teacher Development through North-South Study Visits
Quelle	In: British Educational Research Journal, 38 (2012) 6, S.907-927 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2011.600438
Schlagwörter	Postmodernism; Global Education; Teacher Education; Power Structure; Criticism; Neoliberalism; Educational Policy; Partnerships in Education; Teacher Attitudes; World Views; Teaching Methods; Sociocultural Patterns; Study Abroad; Cultural Awareness; Gambia; India; United Kingdom + Suchen Sie Ihr Suchwort? Postmoderne; Globales Lernen; Lehrerausbildung; Lehrerbildung; Kritik; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Lehrerverhalten; World view; Weltanschauung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Indien; Großbritannien
Abstract	This paper critically analyses the neo-liberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North-South study visits is one way of challenging teachers' worldviews, but these are not always effective. We argue that study visit "courses," where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy. (Contains 5 notes and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10