Suchergebnisse

Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.

Education of which both the individual and society are beneficiaries has a key role in the implementation of the 2030 Sustainable Development Agenda. Education is the foundation of development and all sustainable development goals (SDGs) have educational dimensions. This imparts added significance to the pursuit of Goal 4 on Education, SDG4, of the agenda. Safeguarding education against forces of privatisation and preserving it as a public good is imperative if governments are respectful of their commitments to SDG4 as well as to the 2030 Education Agenda adopted under the auspices of UNESCO. It is incumbent upon the government to expand opportunities of good quality public education to build an inclusive system of education, with positive measures in support of the poor for the eradication of widespread poverty in India. Empowering adults and youth, with a special focus on skills development and pursuit of professional excellence in the drive towards 'skilled India' to respond to rising aspirations of youth is central to the pursuit of SDG4. Actions for the implementation of SDG4 as well as 2030 Education Agenda must be guided by the principle of social justice which is enshrined in the Constitution of India.

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti's (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers' and students' own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research. Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti's (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice. Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers' and students' own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.