Poor understanding? Challenges to Global Development Education

John Buchanan,Meera Varadharajan

doi:10.5130/ccs.v10i1.5756

Abstract

As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

Highlights

We inhabit an increasingly globalized society where local and global issues, causes and consequences have become inextricable
The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education
Other related activities and prompts include a discussion of prejudice using Romeo and Juliet as a springboard, sexism in advertising, and viewing Laos Unexploded Landmines (Global Education Project, n.d.)

Summary

Introduction

We inhabit an increasingly globalized society where local and global issues, causes and consequences have become inextricable. While some global phenomena have existed for millennia (e.g. El Niño/La Niña weather patterns), our knowledge and understanding thereof has expanded, abetting, and demanding, more informed responses to increasingly complex problems. The increasing mobility of goods, services people, ideas and ideologies presents both challenges and solutions to global issues. As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly interconnected by ties of culture, economics, politics and communication. Our survival and wellbeing depend on ‘our capacity to understand and deal responsibly and effectively with other peoples and nations and with a variety of issues that cut across national boundaries’ Our survival and wellbeing depend on ‘our capacity to understand and deal responsibly and effectively with other peoples and nations and with a variety of issues that cut across national boundaries’ (Zong, 2009, p. 617)

Methods

Results

Conclusion