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Scheinert, Laura; Guffler, Kerstin; Polak, Jan Tobias; Bruder, Martin – International Journal of Development Education and Global Learning, 2019
Education is one of the central tenets of the United Nations 2030 Agenda for Sustainable Development. International volunteer services (IVS) in development often aim to provide volunteers with knowledge and skills needed in a globalized world. We use the case of the German "weltwärts" programme, one of the largest IVS worldwide, to…
Descriptors: Volunteers, Sustainable Development, Foreign Countries, International Programs
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Kertyzia, Heather; Standish, Katerina – International Journal of Development Education and Global Learning, 2019
Schools are places where we can learn ways of being, seeing and living. They are transmission belts -- social institutions that can engender values and attitudes from both how we learn and what we learn. Using content analysis, this mixed methods study assesses the national curriculum of Mexico -- the Plan de Estudios Educación Básica, 2011 -- for…
Descriptors: Foreign Countries, National Curriculum, Peace, Sustainable Development
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Amos, Ruth; Levinson, Ralph – International Journal of Development Education and Global Learning, 2019
Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal…
Descriptors: Inquiry, Active Learning, Science and Society, Science Instruction
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Vaccari, Victoria; Gardinier, Meg P. – International Journal of Development Education and Global Learning, 2019
Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their…
Descriptors: Global Approach, International Organizations, Position Papers, Educational Policy
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Hatley, Jenny – International Journal of Development Education and Global Learning, 2019
The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values…
Descriptors: Global Approach, Citizenship Education, Values, Barriers
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Bendix, Daniel – International Journal of Development Education and Global Learning, 2018
Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of…
Descriptors: Foreign Countries, Educational Policy, Criticism, Educational History
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Khoo, Su-Ming – International Journal of Development Education and Global Learning, 2017
This article explores inter- and transdisciplinarity, given the need for more complex, relevant, and transformative knowledge to shift society towards more sustainable futures. It connects practical questions about economic, societal, and ecological limits to questions about the limitations of academic knowledge. Transdisciplinarity involves…
Descriptors: Sustainability, Interdisciplinary Approach, Higher Education, Futures (of Society)
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Huckle, John – International Journal of Development Education and Global Learning, 2017
The Global Learning Programme (GLP) in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and…
Descriptors: Global Education, Sustainable Development, Critical Thinking, Critical Theory
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Balls, Emily – International Journal of Development Education and Global Learning, 2016
This article is based on qualitative field research carried out in Ha Noi, Viet Nam, in 2013 for an MA dissertation in Education and International Development at the UCL Institute of Education. It analyses interpretations of education for sustainable development (ESD) in Viet Nam, relating these to key debates around instrumental and democratic…
Descriptors: Foreign Countries, Qualitative Research, Sustainable Development, Environmental Education
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Bangay, Colin – International Journal of Development Education and Global Learning, 2016
This paper explores the potential contribution of education to sustainable development. Drawing on recent evidence it argues that education could play a stronger role--a position reinforced by the new sustainable development goals (SDGs). However, securing this contribution will have to be achieved in an era where educational delivery will be…
Descriptors: Sustainable Development, Environmental Education, Teaching Methods, Climate
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Aubrey, Meg – International Journal of Development Education and Global Learning, 2015
This article discusses CLICK, a collaborative theatre project between the Mess Up The Mess Theatre Company in Wales, the Hong Kong Academy for Performing Arts, the Australian Theatre for Young People, and Inspired Productions in New Zealand. This case study demonstrates the value of using arts education to bring together young people from multiple…
Descriptors: Foreign Countries, Theater Arts, Art Education, Cooperative Programs
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Bennell, Sheila J. – International Journal of Development Education and Global Learning, 2015
The interaction of leadership, collaboration, and networking in the development of Education for Sustainable Development and Global Citizenship (ESDGC) is examined in five north Wales primary schools noted for their ESDGC development. Strong leadership and considerable, but varying, forms of distributed leadership were found in each of the…
Descriptors: Foreign Countries, Sustainable Development, Citizenship Education, Global Approach
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Ito, Yoko; Nakayama, Setsuko – International Journal of Development Education and Global Learning, 2014
The objectives of the research reported in this article were to develop and evaluate an interdisciplinary primary school Education for Sustainable Development (ESD) curriculum as a collaboration among the subject areas of "kateika" (Japanese home economics), art, and music. In our curriculum, which focused on the improvement of…
Descriptors: Foreign Countries, Elementary School Students, Grade 6, Interdisciplinary Approach
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MacCallum, Cathryn; Salam, Insiya – International Journal of Development Education and Global Learning, 2014
The implementation of global education in schools has, despite the plethora of different terms used to describe it, been defined by an approach that ensures global issues are embedded (1) in the curriculum (a subject-specific approach), (2) across all subject areas (an interdisciplinary approach), and (3) in the school's ethos (a…
Descriptors: Global Education, Communities of Practice, Professional Development, Creative Thinking
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Schell-Straub, Sigrid – International Journal of Development Education and Global Learning, 2013
This article describes a scientific and practical journey through the worlds of mathematics education and development education/global education. It explores one link in detail: critical mathematics education and the competency 'mathematical modelling' in theory and practice. It describes a case study of a secondary school in Baden-Württemberg,…
Descriptors: Mathematics Education, Competency Based Teacher Education, Global Education, Secondary School Curriculum