Abstract
In a world where we are being confronted with seemingly ever more distressing images of our inability or unwillingness to exercise and extend our humanity to one another, this paper discusses global development aid, and how education, and, more specifically, syllabus and policy documents, can contribute to a more informed and empathic response to people who see through eyes different from our own. This paper discusses curricular initiatives, to enhance students’ understanding and responses to issues of global inequalities. The paper embeds this discussion within an examination of elements shaping minds and hearts with regard to such issues, and on impediments to and opportunities for a more informed and humane response to our shared humanity.
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