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
end of the project, for investigative and assessment purposes, either by using questionnaires, scales or other sociometric techniques. We can also use more qualitative techniques, such as observation, focus groups, casework, etc. However, we recommend, as we shall explain later on, that these techniques should be integrated in the endeavours and become standard in the daily narrative of the project. In this regard, and to cite one example (10) of working with educational centres that incorporate DE projects linked to the school syllabus, one possibility to bear in mind is to contemplate 8 variable dichotomies that interpret mental or cognitive routes that make up prosocial‐global thought patterns and that analyse how much the students' accounts change throughout the educational process or they are "routered"∙(the “humanware” router proves to be a handy metaphor for the facilitation of learning experiences) through these pathways of thought. The practice is put forward to educators in training courses as a treasure hunt (the prosocial impact): Do we make an impact on our students? How do we judge whether we have made an impact or not? One way of discovering if we have had an impact is by analysing the students' discourse before and after the DE training experiences or activities. If at the start of the project we define a series of key variables related to prosocial thought, as well as a measurement scale for each of them, defining as a bare minimum the start and end points of said scale, we have a suitable tool that will aid us in assessing the impact of our actions, be they big or small, over a period of months or years. Dimensions of prosocial‐global discourse
Measurement scale Start of the process
End of the process
Discovering the other Generic and abstract problems
Stories about real people you can relate to
Competence regarding the aid
Insecurity and uncertainty about their prosocial worth
Discovery of their own skills and abilities
Empathy
Ethnocentric outlook on Cosmopolitan outlook and from the world, from my another person's point of view point of view
Causal attributions
Attribution of guilt of the marginalized and excluded
Understanding of the external causes of the situation
Constructive thought Social pessimism and immobility: there is no solution
Discover local routes and habits that have global impacts
Solidarity model
As a meeting point and the fight
Número Uno (Febrero 2012) Issue One (February 2012)
As a spectacle and a Página 142 Page 142