THE POSITIVE EFFECTS OF GLOBAL PARTNERSHIP FOR MUTUAL LEARNING: THE GAMBIA – UK PARTNERSHIP

Abstract

An important inspiration for this research desired from the over-riding Colonial discourse in policy documents which promote intercultural learning and global citizenship as against discourses hidden under a rhetoric which focuses on liberal ideals of common humanity and celebrations of diversity. The research design has been informed by a number of theoretical perspectives with a view to the principle of reciprocity mutuality and equality in north/south teacher study visits. It is argued that before global citizenship can achieve the goals of social and ecological justice, teachers need to examine critically their won assumptions/and perceptions of other cultures and the world. As suggested by the post-colonial theory, development was never designed to deal with humanitarian and environmental problems but simply a way to perpetuate the dominance of the western countries and cultures with their high standards of living. The research approach was at two levels: the more strategic level which mainly targets officials of the National Environment Agency (NEA) of the Gambia, and the school level was to examine how the UK – Gambia Partnership had developed and it provided the study visit courses for both the UK Gambian teachers to learn from them. Collected data revealed that the NEA/Tide Partnership had promoted and motivated reflective engagements of both the UK and Gambian participants through the study visit courses, thus enhancing mutual understanding and respect. These benefits were expressed by the participants particularly with regards to increasing knowledge in sustainable development education, in intercultural understanding and in their professional practices.