Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

Linda Clarke,Lesley Abbott

doi:10.18546/ijdegl.11.2.04

Abstract

Developing pupils' knowledge and understanding of world poverty and how to reduce it requires building teachers' capacity. With this objective in mind, the UK Global Learning Programme (GLP 2013–18) sought to determine the extent to which a social justice mentality was evident among pupils in Northern Ireland schools in tandem with, or instead of, the prevailing charity mentality. Using a qualitative approach, the research examined their conceptions of, and attitudes towards, social justice and equity, and how they had helped make the world fairer. They understood the causes of inequality and saw the contrast between great wealth and absolute poverty. Their growing motivation to help related mainly to charitable actions, but there was evidence of critical thinking about longer-term implications and a social justice stance.

Highlights

The current polarization of political discourse at local, national and international levels between nationalism and nativism versus globalism and the ‘outsider’ provides an urgent context for developing children’s and young people’s knowledge and understanding of these polarities, of the more nuanced interstices, and of the skills and attitudes they might develop in respect of increasingly strident debates about global poverty
Participating schools received flexible training pathways in global learning, thematic workshops, interactive delivery, resources and guidance grounded in the Northern Ireland curriculum (NIC) and teachers involved
There was more mature recognition by two Year 3 pupils that an effective government was needed as well as safety and peace, both threatened by war: ‘Safe environment ... there might be danger like bombs in Syria, so a safe, child-friendly environment’ (P, M); ‘Just stop looking in the past and look forward’ (P, I)

Summary

Introduction

The current polarization of political discourse at local, national and international levels between nationalism and nativism versus globalism and the ‘outsider’ provides an urgent context for developing children’s and young people’s knowledge and understanding of these polarities, of the more nuanced interstices, and of the skills and attitudes they might develop in respect of increasingly strident debates about global poverty. Schools must help pupils to make sense of the news and help frame their views, for they are far from immune to current global issues. This article seeks the views of primary and post-primary pupils on some of the most pressing world issues. It attempts to locate their dispositions in relation to social justice and charitable perspectives. The Centre for Global Education (CGE) managed the GLP in Northern Ireland and delivered continuing professional development to half of its grant-aided schools (535). It engaged 1,003 teachers in 179 GLP activities over four years. Participating schools received flexible training pathways in global learning, thematic workshops, interactive delivery, resources and guidance grounded in the Northern Ireland curriculum (NIC) and teachers involved

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Discussion

Conclusion