Critical Perspectives and Curricular Realities: Comparing Teachers’ Responses to a Pedagogical Tool for Global Education in Italy and the UK
for the European Educational Research Association
Andrea Bullivant led this research project exploring how teachers in Italy and the UK understand Global Education (GE) and engage with alternate and critical perspectives on GE. The research team developed a pedagogical tool for critically reflecting on global issues and exploring teachers’ responses and how they might integrate such tools and critical approaches into their practice.
The research was shaped by the research team’s backgrounds in GE practice, their research into teacher and practitioner perspectives, and a shared journey of engaging with critical perspectives on GE and implications for practice. By drawing attention to teachers’ perspectives and different curricular contexts and realities, the project addressed absences in the literature. The research process also facilitated GE ‘spaces’ in which teachers could experiment with and reflect on alternative GE discourses, and develop their confidence and skills to incorporate more critical approaches into their practice.
Read more here: Comparing Teachers’ Responses to a Pedagogical Tool for Critical Global Citizenship Education in Italy and the UK | EERA