The INTERNATIONAL JOURNAL for GLOBAL and DEVELOPMENT EDUCATION RESEARCH REVISTA INTERNACIONAL sobre INVESTIGACIÓN en EDUCACIÓN GLOBAL y para el DESARROLLO A PROPOSAL FOR A LOGICAL FRAMEWORK FOR GLOBAL DEVELOPMENT EDUCATION. THE “GEBL” MODEL. M. Ardanaz‐C. García‐Rincón‐B. Urosa
Fig. 2: The generative centre provides coherence to the endeavours and learning experiences.
The most important part of these three elements is the coherence and alignment between them for the learning aim we are working on. But how should this be done? Explicit and implicit learning experiences Within the set of possible learning experiences in human communities, individuals or organisations, there are always visible and invisible ones, and this must be kept in mind when performing any kind of planning. Much has been written on this, through a concept that, in formal education spheres, is called the hidden curriculum. Once we have clarified this, we must review the connections between what is evident and what is not. Thus, endeavours are not just any set of activities, but rather, they must leave a visible impact for all the participants in the initiative, and especially for the educational agents. On the one hand, the students must be able to see and identify their own decoding and coding, the way their reality is revealed and their ability to make a commitment to it. It is an act towards empowerment and emancipation of uncommon strength. On the other, the educational agents must, in turn, be able to learn about how global, utopian learning represents progress towards self‐knowledge that may entail a highly significant step forward in maturity and freedom of different societies. Going back to the figure of Freire, it is highly interesting to see the bold community and participative work of this Brazilian educator, combining literacy with emancipatory Número Uno (Febrero 2012) Issue One (February 2012)
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