Ubuntu ebook 2009

Ubuntu Network Action Research and Other Projects to Integrate Development Education into Initial Teacher Education

2006-2008

Ubuntu Network Department of Education and Professional Studies University of Limerick Limerick Ireland A special thanks to Roland Tormey, who provides Editors Mags Liddy and Joanne O’Flaherty Š 2009 Ubuntu Network

constant guidance and advice, encouragement and support to us all here in the Ubuntu office

Acknowledgements The Ubuntu Network would like to acknowledge the participation and support from both current and past Steering Committee members: Eithne Brennan, Trócaire; Dr. Audrey Bryan, UCD; Maria Campbell, St. Angela’s College of Education, Sligo; Dr. Marie Clarke, UCD; Dr. Paul Conway, UCC; Micheál Collins, TCD; Mella Cusack, CDVEC CDU/Trócaire; Dr. Matthias Fiedler, DICE Project; Martin Fitzgerald, Tipperary Institute; Ann FitzGibbon, Trinity College Dublin; Ruth Gallagher, Amnesty International; Tom Geary, UL; Dr. Jim Gleeson, UL; Dr. Charlotte Holland, DCU; Dr. Gerry Jeffers, NUI Maynooth; Elaine Keane, NUI Galway; Margaret Keane, DCU; Dr. Claire Lyons, Mary Immaculate College; Dr. Rose Malone, NUI Maynooth; Dr. Elaine McDonald, Mater Dei Institute of Education; Dr. Kieran Meagher, College of Art & Design, LIT; Tony Murphy, NCAD; Elaine Nevin, Eco-UNESCO; Ruth O’Doherty, Irish Aid; Conor Mc Hugh, Irish Aid; Barbara Raftery, Presentation Convent/Dóchas; Dr. Anne Rath, UCC; Dr. Ethna Regan, Mater Dei Institute of Education; Tom Roche, Just Forests; Michael Ryan, Tipperary Institute; Dr. Roland Tormey, UL.

The Ubuntu Network wish to thank Irish Aid for their ongoing financial assistance and support for our work.

Disclaimer The views expressed herein are those of authors and researchers.

They can in no way be taken to reflect the official opinion of the Ubuntu Network or Irish Aid.

Front Cover Image Montage created by Tony Murphy, National College of Art and Design based on the work of Sarah Dunne, Michelle Mahoney, Aoife Lawlor as part of the National College of Art and Design UBUNTU Project 2008 with Post Graduate Diploma in Art and Design Education.

Description of image Environmental Sustainability: Exploring the chaos theory and how the flutter of millions of butterfly wings can create a tornado.

The group used this as a metaphor of how what we do on a national level can have a global significance. A cocoon was created combining a reflective use of materials to symbolise emotive interpretation of theme and represent each participant’s style and approach to their work.

Table of Contents Welcome from the Ubuntu Network Project Coordinator

7

List of Contributors

8

Ubuntu Network History

9

Development Education and Education for Sustainable Development

11

Section 1: Student Teachers’ Experience/Knowledge/Attitudes to:

13

(a) Development Education/Education for Sustainable Development

16

(b) Interculturalism

62

Section 2: Reorientation of Teacher Education

70

Section 3: Professional Development: Skills Enhancement and Capacity Building Events

124

Welcome From 2006-2008, the Ubuntu Network funded action research

Additionally, I would to thank the Heads of Department in initial

projects aiming to integrate Development Education and Education for

teacher education in the twelve participating colleges and institutions

Sustainable Development into post-primary initial teacher education

of the Ubuntu Network. Without their ongoing support and

in Ireland. In December 2008, all the research projects were invited

commitment to maintaining Development Education as a priority

to submit a short report on their work, describing their progress to

within initial teacher education, the momentum of the Ubuntu Network

date, and illustrating their approach to the integration of Development

would be lost.

Education and Education for Sustainable Development within their programmes. These reports built on the poster presentations at

I hope that this e-book will be useful as a resource for education

Dialogue Days in March 2008. These reports, posters and research

researchers and teacher educators. I hope you enjoy this resource

work are presented in this e-book.

and are inspired by our work. If you would like to learn more about the Ubuntu Network, please go to our website www.ubuntu.ie or email

I would like to thank all of the researchers involved for their work. A

me at mags.liddy@ul.ie

considerable amount of time and commitment has been invested by teacher educators and researchers in these projects. Their work is voluntary, additional to the many demands in their professional lives, and they are to be commended on their dedication to embedding Development Education in teacher education and their interest in preparing graduates for the changing world around us. I would also like to thank the pre-service teachers and students for their participation.

7

Yours sincerely,

_________________ Mags Liddy Project Coordinator Ubuntu Network

List of Report Contributors • CDVEC Curriculum Development Unit/Trócaire, Mella Cusack • Limerick School of Art and Design, Kieran Meagher • Limerick School of Art and Design, Maria Finucane • Mater Dei Institute, Gareth Byrne • Mater Dei Institute, Elaine McDonald • Mater Dei Institute, Barrie McEntee • Mater Dei Institute, Will Murphy • Mater Dei Institute, Ethna Regan • Mater Dei Institute, PJ Sexton • National College of Art and Design, Fiona King • National College of Art and Design, Tony Murphy • St. Angela’s College, Maria Campbell • St. Angela’s College, Helen Maguire • St. Angela’s College, Amanda McCloat • Trinity College Dublin, Micheál Collins • Trinity College Dublin, Ann Fitzgibbon • Trinity College Dublin, Dylan Sutherland • Ubuntu Network/University of Limerick, Deirdre Hogan • Ubuntu Network/University of Limerick, Mags Liddy • University College Cork, Niamh Hourigan • University College Dublin, Audrey Bryan • University College Dublin, Marie Clarke • University College Dublin, Sheelagh Drudy 8

• University of Limerick, Roisin Corcoran • University of Limerick, Tracy Galvin • University of Limerick, Deirdre Henchy • University of Limerick, Carmel Hinchion • University of Limerick, Orla McCormack • University of Limerick, Joanne Moles • University of Limerick, Allan Mulrooney • University of Limerick, Joanne O’Flaherty • University of Limerick, Laura Purdy • University of Limerick, Catherine Browne • University of Limerick, Jean Duffy • University of Limerick, Roland Tormey

List of Poster Contributors • University College Cork, Fiachra Long • University College Cork, Stephen O’Brien • University College Cork, Paul Conway • University College Cork, Anne Rath • National University of Ireland Galway, Elaine Keane

Ubuntu Network History

Within the first phase of funding, two calls for action research projects were circulated. From these calls, 22 action research projects and Development Education initiatives were undertaken within 10 member

The Ubuntu Network supports teacher educators to integrate

post-primary initial teacher education institutions. This research is

Development Education (DE) and Education for Sustainable

highlighted in this book.

Development (ESD) perspectives into post-primary initial teacher education in Ireland. The Network began in 2005 with a Limerick

In 2008, the Ubuntu Network secured continued funding for its work

based pilot project called the Teacher Education Development

from Irish Aid and issued a further call for research projects. Currently

Education Partnership. Later the Network membership chose the

a further 15 projects are being implemented in academic year 2008-

name ‘Ubuntu’ to reflect its cooperative nature. In November 2005,

2009.

Deirdre Hogan became Project Coordinator and the Network grew to include 8 participating colleges and institutions.

Also in 2008, the first Dialogue Day was held in Limerick. Since then Dialogue Day has become an annual event, where Development

The Ubuntu Network has three objectives: 1. To generate interest and enthusiasm for DE/ESD among the post-primary teacher education community and thus create a disposition towards engagement with the issues

Education practitioners, teacher educators and researchers come together to exchange learning, discuss methodologies and outcomes.

Dialogue Days provide an opportunity for them to demonstrate innovation and creativity in Development Education work and collectively build capacity.

2. To support teacher educators to design, deliver and evaluate DE/ESD based interventions within their professional practice, and to ensure that an action research element is included where possible 3. To establish and maintain a collaborative environment in which network members share and discuss knowledge and experience of DE/ESD issues and methodologies, and work together on collaborative DE/ESD based initiatives.

9

A further dimension to the Ubuntu Network is engaging with international actors and organisations for Education for Sustainable Development. The Network is a member of the United Nations University global learning network of Regional Centres of Expertise, the Baltic to Black Sea Consortium, and the UNESCO International Network for Reorientating Teacher Education towards Sustainability.

The UNESCO Chair Charles Hopkins formally launched the Ubuntu

They are based at the Department of Education and Professional

Network in September 2007 and has since visited the Network on

Studies, University of Limerick. The Network is managed by a

two further occasions. These links and relationships are significant in

Steering Committee comprising of teacher educators from the twelve

keeping abreast of research and initiatives in Education for Sustainable

participating colleges and institutions, primary teacher education

Development.

colleges, and representatives from development and environmental NGOs. It is funded by the Irish Aid Development Education grant

Currently the Network employs two fulltime project staff, Mags Liddy,

scheme.

Project Coordinator and Joanne O’Flaherty, Research Associate.

Launch of Ubuntu Network, September 21st 2006- Charles Hopkins, UNESCO Chair for Reorientation of Teacher Education; Deirdre Hogan, Ubuntu Network Coordinator; Conor Lenihan, Minister of State at the Department of Foreign Affairs with special responsibility for Overseas Development and Human Rights; Roland Tormey, Academic Coordinator of Ubuntu Network

10

Development Education and Education for Sustainable Development

The chart below illustrates the integration of Development Education and Education for Sustainable Development, highlighting some of the issues and overlap between Development Education and Education for

Development Education aims to increase awareness and

Sustainable Development.

understanding of a rapidly changing, interdependent and unequal world (Irish Aid, 2006), while Education for Sustainable Development is defined as a ‘dynamic concept that encompasses a new vision

- Finite Natural Resources - Climate Change ENVIRONMENT

of education that seeks to empower people of all ages to assume responsibility for creating and enjoying a sustainable future’ (UNESCO 2002). Key philosophical divisions and tensions exist between them; however there is also strong similarity in content, methodology and

- Biodiversity - Pollution

- Diversity - Human Rights - Denmocracy - Security

SOCIETY

ECONOMY

Knowledge Understanding Skills Capacity Attitudes Values

- Poverty - Aid, Trade, Markets - Consumption - Migration

principles.

Source: D. Hogan, 2008 www.ubuntu.ie

Both Development Education and Education for Sustainable Development are concerned with building knowledge and

References

understanding, skills and capacities, and attitudes and values necessary to enable individuals to critically examine the world, its

Hogan, D., and R. Tormey. 2008. A perspective on the relationship between Development Education

development and its interdependencies and to act, both locally and

and Education for Sustainable Development. Policy and Practice: A Development Education Review

globally, to make it a more just, equitable and sustainable place. They

Issue 6 Spring 2008.

share many common characteristics, including a common knowledge base, engendering critical thinking skills, active and participatory

Irish Aid. 2006. Irish Aid and Development Education: describing... understanding... challenging…

Accessed 19 November 2007. Available to download from www.irishaid.gov.ie UNESCO. 2002. Education for Sustainability – from Rio to Johannesburg: Lessons learnt from a

learning approaches, and an action orientation (Hogan and Tormey

decade of commitment. Accessed 19 November 2007. Available at http://unesdoc.unesco.org/

2008). The Ubuntu Network views the combination as an opportunity

images/0012/001271/127100e.pdf

to effectively tackle global challenges which are strongly inter-related.

11

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

The Ubuntu Network: Teacher Education for Sustainable Development About the Network

For Irish Aid, development education is…

The Ubuntu Network was established in May 2005 as an Irish Aid funded multi-annual programme.

The Network comprises teacher educators and educational researchers from post primary Initial Teacher Education Institutions – Limerick School of Art and Design, Mater Dei Institute of Education, National College of Art and Design, National University of Ireland Maynooth, National University of Ireland Galway, St. Angela’s College of Education, Trinity College Dublin, University College Cork, University College Dublin, and University of Limerick.

Project Planning Research Process Resource Portal Finance

The aim of the Ubuntu Network is to support the integration of Development Education (DE) concepts and methodologies into post primary initial teacher education in Ireland.

In doing this it seeks to,

•

•

generate interest and enthusiasm for DE/ESD among the post-primary teacher education community and thus create a disposition of engagement with the issues.

To establish and maintain a collaborative environment in which network members share and discuss learning and experience of DE/ESD research, themes and methodologies, and work together on collaborative DE/ESD based initiatives.

12

…it is about supporting people in understanding and acting to transform the social, cultural, political and economic structures which affect their lives at personal, community, national and international level”

Network Coordinator

taken from ‘Irish Aid and Development Education describing…understanding…challenging,’ p9.

Collaboration

Research Projects Dialogue Days Workshops www.ubuntu.ie

Research Associate

To support teacher educators to design, deliver and evaluate DE/ESD action research interventions within teacher education and professional practice.

…it seeks to engage people in analysis, reflection and action for local and global citizenship and participation

Steering Committee & Sub committees Support

Aim & Objectives

•

“an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal work in which we live

NGO Participants

…supporting/ inputting to Network activities

Academic Participants

…involved in action research projects and DE capacity building

Ubuntu Network Structure and Operation

The meaning of ‘Ubuntu’ Ubuntu (Zulu) is a Sub-Saharan philosophy and way of life that emphasises co-operation, compassion, community and concern for the interests of the collective, for others and respect for the dignity of personhood. Roughly translated into English, it means, ‘humanity towards others’ or ‘I am because we are, and we are because I am’.

Members of the Network chose to use the name ‘Ubuntu’ to reflect its cooperative nature.

For more information on the Ubuntu Network, please contact Deirdre Hogan, Ubuntu Network Project Coordinator, c/o Department of Education and Professional Studies, University of Limerick, Tel: 061 233 289, Email: deirdre.hogan@ul.ie, or see the website www.ubuntu.ie

Section One Pre-service Teachers’ Attitudes to Development Education Introduction A key stage in embedding Development Education and Education

the knowledge, understanding and motivation of pre-service

for Sustainable Development (DE/ESD) in initial teacher education

teachers in education for global citizenship (Holden et al. 2003). An

is to gain a fuller understanding of pre-service teachers’ attitudes

overwhelming majority (92%) believed that they impact on children’s

and awareness of development and global issues, in order to inform

understanding of global issues but said that they needed to know

future work and to enhance our understanding of integration of

more about global issues themselves in order to be effective in this

Development Education into pre-service teacher education, and to

teaching. This report concluded that

assess the effectiveness of current projects.

“

Some recent research has explored teachers’ attitudes to teaching global issues. Gleeson et al’s (2007) study of 119 Irish post-primary schools found that a majority of teachers value Development Education and report teaching Development Education topics as

trainee teachers are generally enthusiastic and committed... many of the PGCE students bring prior experience to their training.

However, they wish to know more and lack confidence in their ability to teach... controversial or difficult issues” Holden et al. 2003, no page given, emphasis added.

part of their subject. Most notably, 65% (n=1145) stated that they saw opportunities for integrating Development Education in their

Clarke and Drudy’s (2006) Irish study of pre-service teachers found

main subject area. However, previous research on knowledge

that in broad global terms there was a high level of awareness and

and awareness of global issues among pre-service teachers has

sensitivity in attitudes to diversity and to teaching social justice

raised concerns. In the UK, the Global Teacher Project examined

amongst the respondent group; however there was more variation

13

in responses when the issues were related to local and economic

References

concerns. These findings suggest that while pre-service teachers

Clarke, M., and S. Drudy. 2006. Teaching for diversity, social justice and global awareness.

demonstrate willingness to approach and include global issues, there are concerns over their knowledge and confidence levels, and their engagement with the local dimensions of the development and social justice agenda.

European Journal of Teacher Education 29(3), 371-386 Gleeson, J., P. King, S. O’Driscoll and R. Tormey. 2007. Development Education in Irish postprimary schools: knowledge, attitudes and activism. Shannon Curriculum Development Centre, Curriculum Evaluation and Policy Research Unit, University of Limerick and Irish Aid. Holden, C., N. Clough, D. Hicks and F. Martin. 2003. Education for global citizenship: the knowledge, understanding and motivation of trainee teachers. Unpublished report to the World

During 2006-2008, six studies of pre-service teachers’ attitudes to development issues and understandings of Development Education were implemented, plus a further two studies on intercultural issues. Some of this work focuses on attitudes upon entry into

Studies Trust. October 2003. Available online at http://www.globalteacher.org.uk/grg_report.htm accessed January 20th 2008 Irish Aid. 2006. Irish Aid and Development Education: describing... understanding... challenging…

Accessed 19 November 2007. Available to download from www.irishaid.gov.ie UNESCO. 2002. Education for Sustainability - from Rio to Johannesburg: Lessons learnt from a

teacher education at post-graduate or undergraduate level, and

decade of commitment. Accessed 19 November 2007. Available at http://unesdoc.unesco.org/

on the students’ prior experiences. Other research assesses the

images/0012/001271/127100e.pdf

development of pre-service teachers’ knowledge and awareness through DE/ESD interventions. A variety of methodologies were utilised in these studies.

14

The projects are: 1. Pre-service Teachers’ experience/knowledge/attitudes to: (a) Development Education/Education for Sustainable Development • ‘Lets start from the very beginning - it’s a very good place

• An examination of pre-service teacher education student’s attitudes and experiences of examining Development Education issues in post-primary schools - Orla McCormack and Joanne O’Flaherty, University of Limerick

to start’- Integrating Development Education and Education for Sustainable Development into Start Teach experience

• Education for Sustainable Development: Snakes and Ladders

(September 2006) – Mags Liddy, Ubuntu Network/University

or Trivial Pursuit?- Mella Cusack, Citizenship Studies Project

of Limerick

Co-ordinator CDVEC CDU/Trócaire and Trinity College Dublin

• Integrating Development Education and Education for Sustainable Development into Start Teach and primary school

Pre-service Teachers’ experience/knowledge/attitudes to:

experience (September 2007) - Mags Liddy, Ubuntu Network/

(b) Interculturalism

University of Limerick • A Study of Student Teachers’ Perspectives on Social Justice and Development Education - Audrey Bryan, Marie Clarke,

• Final year Physical Education Student Teachers’ Views on Inclusion - Joanne Moles and Laura Purdy with Catherine Browne, Jean Duffy and Allan Mulrooney, University of Limerick

Sheelagh Drudy, University College Dublin • Exploring teacher education students’ views and experiences • Analysis of Irish Pre-service Teachers Responses to Integration of Sustainable Development Topics into their Teaching - Mags Liddy, Ubuntu Network/University of Limerick

15

in the context of increasing student diversity in post-primary education – Elaine Keane, NUI Galway

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Integrating Development Education (DE) and Education for Sustainable Development (ESD) into Start Teach Experience (September 2006) Authors

Deirdre Henchy and Janet Moody, University of Limerick Deirdre Hogan, Ubuntu Network Report: Mags Liddy, Ubuntu Network

Research Process Introductory DE/ESD Lecture (321 Pre-Service Teachers)

Purpose The aim of the research is to raise student teachers awareness and understanding of Development Education/ Education for Sustainable Development (DE/ESD) and to encourage a disposition of engagement with the issues The use of DE/ESD theme for micro-teaching enables students to focus on their teaching strategies and developing their ability, rather than focusing on content based on their subject area The intervention also models a holistic approach to interrogation of DE/ESD into all subject areas

Background Start Teach is small peer group- microteaching and is the student teachers’ first teaching experience of their concurrent degree. Students were asked to design and teach a 5 minute lesson on a DE/ESD theme

Pre-Questionnaire • Knowledge of DE/ESD • Interest in DE/ESD N=284, (88% response rate)

Pre-Questionnaire Introductory DE/ESD Workshop (~15 Start Teach Tutors)

High rates of interest in DE and willingness to integrate DE into their teaching were reported Only 6% (n=18) said they were not interested in DE/ESD issues while a resounding 94% (n= 262) said they were interested 85% (n= 233) said they would like to integrate DE in to their teaching subject 87.5% (n= 245) said they would integrate DE into their professional practice However respondents raised some concerns.

Start Teach Zero - Planning (2 hours) - Delivery (2 hours) Peer teaching of DE/ESD topic of choice (~ 5 minutes)

This is followed by Start teach 1-4 with local primary children Post-Questionnaire • Topics taught • Resources used N=216, (67.2% response rate)

16

Results:

96% (n= 260) said they need to know more about DE before teaching it 43% (n= 118) said DE should be a separate subject

Post-Questionnaire The top 5 DE/ESD topics taught during Start Teach Zero in 2006 were: 1. Renewable energy 19% (n=39) 2. Climate change 18% (n=37) 3. Poverty 11% (n=23) 4. Energy debate 7% (n=14) 5. AIDS/HIV/Disease 6% (n=13)

For more information on this project, please contact the Ubuntu Network, Department of Education and Professional Studies, University of Limerick Tel: 061 233 289 or see www.ubuntu.ie

‘Lets start from the very beginning - it’s a very good place to start’- Integrating Development Education (DE) and Education for Sustainable Development (ESD) into Start Teach Experience (September 2006) Mags Liddy, Ubuntu Network/University of Limerick

student teachers to the area, presenting DE/ESD as a key theme, and encouraging students to include DE/ESD in their primary teaching experience 3. To quantify student teachers’ views and interest in DE/ESD and their views on integrating it into teaching 4. To investigate how Start Teach may be used to further integrate DE/ESD into teacher education in future years

Start Teach Zero involves the design and implementation of a 5 minute lesson taught to a small peer group on a DE/ESD theme by

Methodology

the student teachers. This is the student teachers’ first teaching

Prior to Start Teach Zero, pre-service teachers attended an

experience of their university programme.

introductory lecture to DE/ESD. They then had to design and teach a DE/ESD lesson to their peer group (Start Teach Zero). A pre-

Aim and Objectives

questionnaire was designed to assess their interest and awareness of

Aim

and resources used.

• To raise student teachers awareness and understanding of Development Education/Education for Sustainable Development (DE/ESD) and to encourage a disposition towards engagement with the issues.

DE/ESD, while a post-questionnaire asked about their teaching topic

There are 321 students in total registered for Start Teach, from four discipline areas. In the pre-questionnaire, 284 valid responses were collected and analysed using SPSS v 13. The questionnaire was administered during tutorial time, when attendance is compulsory

Objectives 1. To provide student teachers with the opportunity to explore DE/ ESD issues within the context of Start Teach

and records kept. Therefore there is a high response rate of 88.4%.

The post-questionnaire was administered in the lecture where attendance is required but not checked. Therefore not as many

2. To promote an openness to DE/ESD in teaching by introducing 17

respondents took part in the post-questionnaire (n=216) giving a

response rate of 67.2%. Tracking of respondents did not occur, as

Knowledge and awareness of DE/ESD

no names or ID numbers were sought from participants, therefore

Of the 275 valid responses to the pre-questionnaire, 16% (n=43)

direct comparisons of learning cannot be made between specific

were aware of DE issues prior to the lecture. Examining their degree

respondents.

subject areas, we can see that the awareness was spread across the subject areas and was not found to be significant.

Results from Pre- and Post-Questionnaires Stated attendance at the introductory lecture was 86% of

Gender of respondents Of the 284 valid responses to the pre-questionnaire, 62% (n=176) were male and 38% female (n=108). The respondents’ discipline areas were: 24% (n=68) studied PE (all electives); 29% (n=82) in Sciences; 30% (n=83) studying Materials and Construction; and 17% (n=47) in Materials and Engineering, as shown in Figure 1 below.

respondents, out of a total of 321 registered for EN4001 and when correlated to degree subject, this was not found to be significant.

Student Teachers interest in teaching DE/ESD Only 6% (n=18) said they were not interested in DE/ESD issues while a resounding 94% (n=262) said they were interested. An overwhelming 96% said they need to know more about DE before

Figure 1 - Degree Subject and Gender Breakdown

teaching it, a finding that has implications for module content.

NUMBER OF STUDENTS

100 7 80

Additionally, 85% (n=233) said they would like to integrate DE into

Female

their teaching subject, while 87.5% (n=245) said they would integrate DE into their professional practice. These high rates of interest in DE

60 36

56

40 20 0

18

Male

5 76

32

PE

As to whether DE should be a separate subject, 57% (n=159) said no 42

26 Science

and willingness to integrate DE into their work are welcome.

while 43% (n=118) said it should be separate. These findings show a possible contradiction in beliefs, where students state they wish

Materials & Construction

Materials & Engineering

to integrate DE, but also wish DE to be separate. Alternatively this

Figure 2 - First Ranked Choice of DE/ESD topic

of the importance of DE and requiring DE to be a separate subject.

COUNT OF STUDENTS

30

teaching subject, rather than a rejection of the integration model.

The apparent contradiction in these answers could also be seen as

Sciences n=61 Materials and Construction n=64

20

Materials and Engineering n=29

15

30

coming from pre-service student teachers focusing solely on their

18

26 13

5

5

Students were asked to rank DE/ESD topics of interest to them in the

11

12

IS

3

PE

E

ND EN CE EN SU VIR ST ON AI M NA E BI NTA LI L HU TY RE M SP AN ON R SI IGH BI T LI S & DI TI SE ES AS E & DR UG S EX PL OI TA TI ON CO NF LI CT & PE AC M UL E TI CU LT UR AL IS M DI SC RI M IN AT IO N

ES SU

RT Y AD

PO

EN PM LO

VE TR

Disease and drugs was next with 14% (n=30) and poverty was a

DE

VE

most popular choice of topic (34%, n=73), surpassing all the others.

5

7

0 T

pre-questionnaire. Findings show environmental sustainability as the

9

RD E

DE/ESD topics of interest to students

10

IN TE

subject area and not seeing ‘outside the box’.

R

lack of understanding of the implications of integrating DE into their

PE- all electives n=54

25

HE

to gain insight into their understanding of DE. It may be due to a

DISCIPLINES

73

This is an area that could be explored further with students, in order

OT

finding could be interpreted in a positive manner as an endorsement

popular choice at 12.5% (n=26). Energy was not listed as a topic. and drugs, poverty. Materials and Construction student teachers The findings are presented below in Figure 2, with the total figure

favoured environmental sustainability 38% (n=26), while the topics of

presented for each topic and divided by colour into the student

poverty, and conflict and peace both came in at 13% (n=9). A similar

discipline areas.

pattern of results is found in Materials and Engineering students with slightly differing numbers. Analysing the choice of topics by discipline

For PE (all electives) and Science students, the most popular topics were (in descending order) environmental sustainability, disease

19

area was not found to be significant.

Actual topic choice

necessary stage as the student task is a five-minute lesson on

Out of 209 valid responses to the post-questionnaire, renewable

the topic. These responses show a strong inclination towards

energy and climate change were the most popular choices, at 19%

environment topic areas that were also receiving a considerable

(n=39) and 18% (n=37) respectively.

amount of media and governmental attention during the semester.

Table 1 - Cross-tabulation between area of degree and chosen DE topic for Start Teach 0

Poverty was also high on the list of topic choices at 11% (n=23), with Drugs and disease were also choices which scored highly in the pre-

degree subject area

Materials PE all and electives Sciences construction DE Topic for Climate Start Teach 0 Change Renewable Energy Total count of student teachers

the energy debate at 7% (n=14) and AIDS/HIV/Disease at 6% (n=13).

Materials and engineering

Total of students choosing particular topics

13

11

7

6

37

5

14

12

8

39

questionnaire.

Conclusion The inclusion of Development Education/Education for Sustainable Development from the beginning of pre-service teacher education has raised the profile of development issues within the student cohort. They have shown a high level of interest in learning more

56

67

56

30

209

about the issues, as well as a willingness to integrate them into their teaching.

In comparing the topic choices with degree subject area, renewable energy was popular with student teachers in Science (n=14) and

During their further years of study in UL, student teachers will

Materials and Construction (n=12), while climate change was most

be encouraged to query the philosophy, sociology and politics

popular with PE (n=13) and Science (n=11) student teachers.

of education. Many of these modules are framed through a

The two top choices (renewable energy 19%, n=39 and climate

Development Education/Education for Sustainable Development

change 18%, n=37) are central to the theme of environmental

lens, demonstrating the integration of Development Education/

sustainability, the most popular topic from the pre-questionnaire.

Education for Sustainable Development within the initial teacher

The narrowing down from a broad theme to a specific topic is a

education programme.

20

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Integrating Development Education (DE) and Education for Sustainable Development (ESD) into Start Teach and Primary School Experience (September 2007) Authors

Brid Ní Coilean, University of Limerick Deirdre Hogan and Mags Liddy, Ubuntu Network

Purpose

This study examined the attitudes of student teachers (1st year concurrent degree) to issues relating to Development Education and Education for Sustainable Development within teacher education.

Methods

Students were asked to indicate their level of knowledge on DE/ESD issues…

Students were asked about behaviours relating to sustainable development. The table below indicates their responses:

5

Sustainable Development Actions

Yes

Never

0

I challenge racist statements

71.5%

28.5%

5

I buy products to support people in Third world

69%

31%

I boycott products because of beliefs

55.5%

44.5%

I prefer to walk or cycle

83%

17%

I consciously reduce carbon emissions

38%

62%

25%

17% 15%

0

10%

10%

5

Student teachers’ sustainable development actions

0

8% 5% 4% 4%

3% 1%

Topics

Students were asked about their attitudes to DE/ESD…

Environmental: An overwhelming majority (45%) showed interest in teaching environmental themes in Start Teach 0. In relation to their stated behaviour, a high percentage (83%) of respondents reported preference to walk rather than drive, yet only 38% reported conscious actions to reduce carbon emissions.

The respondents showed good levels of interest and engagement with integration DE into post-primary education.

Social: 28% of students opted for social themes such as interculturalism, children’s rights and education. A high percentage (71.5%) also report they always or sometimes challenged racist statements.

Economic: Despite the high percentages of self-reported sustainable economic behaviour, just 25% of students selected economic inequality themes such as poverty, fair trade, and 3rd world debt in Start Teach 0.

21

Students were asked about their preferred topic to teach in ST0…

t en n pm ctio lo ve tru de ons c oec se a se e di ac n r he pe tio ot d ca an du ncl i ar /e w hts sm i rig rac ch lt/ u rc te e in y ng g er ha en te c t a n ity e l im cl n m u a q ro vi ine en ity/ l ua eq

First year student teachers were introduced to DE/ESD in an education module lecture. A DE/ESD information sheet and ethical approval form were also distributed Students completed a questionnaire outlining their understanding and interest in DE/ESD. 240 responses were collected (82% response rate) Students completed Start Teach Zero(ST0) during which they taught a DE/ESD topic in Autumn ’07 (as in 2006) Students completed one lesson on a DE/ESD topic during their primary school placement in Spring ’08

Results

DE is important in post-primary education

Agree % 77

Disagree % 4

Unsure % 19

I am interested in Development Education

60

8.5

31.5

I am willing to bring DE into my teaching

56

13

31

Willing to address DE through my practice

73

7

20

However, as with previous years there are concerns: Need to know more about DE before I teach it

85

5

I believe DE should be a separate subject

42

21

37

47.5

22

30.5

I see links between DE and subject

For more information on this project, please contact the Ubuntu Network, Department of Education and Professional Studies, University of Limerick Tel: 061 213 389 or see www.ubuntu.ie

10

Integrating Development Education (DE) and Education for Sustainable Development (ESD) into Start Teach Experience (2007)

The final collection of data was in February 2008, when the full group of pre-service teachers was asked to volunteer lesson plans on DE/ ESD topics from their week-long primary school teaching experience.

In total, three students forwarded their work for inclusion as data

Mags Liddy, Ubuntu Network/University of Limerick

for this study, including lesson plans, post-lesson appraisals and resources designed for use in the class. Two exemplars are provided in this report.

Methodology This study examined the attitudes of pre-service teachers in their

Description of respondents

first year in university registered on an initial teacher education

The age profile of the pre-service teacher student group is wide, with

programme. A questionnaire was distributed to first year initial

the full range of ages extending from 17 to 30 years. The mean age

teacher education students in a lecture in September 2007. Of

is 18.7 years (sd=2.232) and the majority (85%, n=203) were aged

the 341 students registered for the course, 240 responses were

under 20 years. The gender breakdown is 65.4% (n=157) male and

collected, representing a response rate of 82%. Ethical approval

34.6% (n=83) female. Physical Education is the largest course group

for the survey was gained beforehand and an information sheet was

with 29% of students (n=68), followed by Materials and Construction

distributed. The questionnaire findings were analysed using SPSS

26% (n=61), and Science at 23% (n=55). Materials and Engineering

v14.

comprises 16% (n=37) of the student group, with small numbers of Languages students (5%, n=12) and Equine Science (1%, n=3). Four

Following the student micro-teaching sessions, a focus group was held with the tutors in November 2007. The purpose was two-fold: firstly it gave the micro-teaching coordinator the opportunity to gather feedback on the programme and an opportunity to reflect on the programme process; secondly it gave the researchers an opportunity to explore the tutors’ interpretations of students’ interest and attitudes to development. The focus group was recorded, transcribed and coded.

22

Erasmus exchange students also participated in this study.

The majority of students completed their Leaving Cert at secondary school (55.7%, n=132). Community schools and vocational/ community colleges were next at 18% each, n=44 and n=43 respectively. Just 4.2% (n=10) attended comprehensive schools, with small percentages either not sure of their school type or in

the ‘other’ category (n=4 for both categories). The majority of

Choice of Topics for Start Teach

respondents (70%, n=167) attended co-educational schools, 19%

The pre-service student teachers’ choice of preferred topics to teach have been categorised below. Their stated topics have been recoded into broad categories. The topics grouped under ‘other’ include aid agencies, Irish Aid, drugs and cultural norms.

(n=45) attended all boys schools while 12% (n=28) attended all girls schools.

Findings and Analysis

Figure 3 - Pre-service Teacher Choice of Start Teach Topic

The questionnaire explored the pre-service teachers’ knowledge and awareness of development issues and Development Education. It

25

comprised of 16 questions on students’ knowledge and actions on

20

development issues and their opinions of Development Education

15

in advance of a Development Education intervention. The majority

10

of questions were closed. However some open questions were

Table 2 - Pre-service Teachers’ Behaviour and Actions Sustainable Development Actions

Yes 1

Never

Prefer to walk or cycle

83%

17%

71.5%

28.5%

69%

31%

55.5%

44.5%

38%

62%

1. yes is the responses ‘always’ and ‘sometimes’ combined

23

5

8%

5%

4%

4%

3%

1% EN

DE

VE

LO

PM

TI

T

ON

E O-

CO

NS

TR

UC

SE

AS

R

DI EC

HE OT

ER GY UL R TU AC I R S CH AL M / IL ISM D ED RIG UC HT A S W TIO / AR N /P EA CE

EN

RC

TE

social action for sustainable development.

Consciously reduce carbon emissions

10% 10%

IN

sustainable development; two economic, two environmental and one

Boycott products because of beliefs

15%

E IN QUA EQ L UA ITY LI / EN TY VI RO NM CL EN IM T AT E CH AN GE

The questionnaire asked about five specific behaviours on

Buy products to support people in Third World

PERCENTAGE OF STUDENTS 17%

0

included, asking for explanations of answers.

Challenge racist statements

25%

Combining general ‘environment’ topics such as pollution, deforestation and the ozone layer with categories of climate change, energy and eco-construction gives an overwhelming majority of 45% choosing to address broadly environmental themes in their microteaching session. This interest in environmental topics is also shown in the high percentage (83%) of self-reported preferences to walk rather than drive to college by the cohort – although only 38% reported conscious actions to reduce carbon emissions.

Totalling the broadly ‘social’ issues such as interculturalism/racism, children’s rights and education, and war and peace issues shows that 28% of students were opting for social themes. Interculturalism

and racism included all references to migration and also slavery as an historical manifestation of racism. This high level of interest is also shown in the high percentage who report that they ‘always’ or ‘sometimes’ challenge racist statements (71.5%).

Despite the high percentages of self-reported sustainable economic behaviour, just 25% of students were selected ‘economic’ themes.

This category includes equality terms such as wealth, poverty, Fair Trade, economics, and Third World debt. Also included here are gender inequalities, health, human rights and hunger.

Tutors Viewpoint Discussion with Start Teach programme tutors gave a stronger description of the types of development topics taught and methodologies employed:

“ “ “

24

Fairtrade brought in products to room like coffee or tea and talk about it - they were v good.

…looked at the website it said Travellers. He focused on that, talked about Johnny Doherty, a Travelling musician from Donegal

Some tutorial groups chose to continue with the development themes and develop the topic from session to session:

“ “ “

…one was doing geography and they did the sea, volcanoes and the different formations of them, erosion and deposition... I said... to try not just to do environmental issues within that so one girl is doing the human impact on the river… …well I thought it worked really well. ST3 was natural disasters and ST4 was the impact on people, like poverty would come out of this and drought and starvation...

Primary Teach Exemplar 1 - Resource Distribution and Famine Bob’s aim in the lesson was ...to produce an active learning environment where pupils will comprehend the distribution of population and food supplies in the world and the concept of famine

Together as a group class, the pupils engaged in the continents game, deciding on the population and resources for each continent.

…a guy who teaches genocide, he’s doing science ed. He went through the eight steps of genocide. It was a great lesson, got everyone really involved in it and like it was nothing to do with his subject area.

This linked in with the issue of famine and unequal resource distribution. Older pupils were the Chiefs of each continent to aid younger pupils. In the post-lesson appraisal, Bob said

“

...deciding the distribution of population and food supply to represent

He elaborated on the background to the poem and the emotions that

the real world was very concrete. It expressed in a very simple way,

WB Yeats was experiencing at the time he composed it, setting the

understandable by all ages, the problem of inequality. The pupils engaged

poem in context to the lesson topic. In his post-lesson appraisal, he

very quickly in healthy discussions and all brought possible causes to famine.

stated

Had I the heavens’ embroidered cloths,

“ “

Enwrought with golden and silver light,

Attitudes towards Development Education in post-primary

He went on to question if use of this method could be successful with older students, which demonstrates a willingness to introduce and use active learning methods such as this in future teaching.

Primary Teach Exemplar 2 - Poverty and Global Debt Ollie chose to focus on Third World debt issues and Live Aid, but introduced the issue of poverty first, by reading a short poem written

by WB Yeats: He wishes for the cloths of Heaven

The blue and the dim and the dark cloths Of night and light and the half-light, I would spread the cloths under your feet: But I, being poor, have only my dreams;

25

Pupils’ attention was grabbed by the poem, as they had been expecting a boring lesson filled with facts and figures, and instead they were met with an interactive lesson centred on critical thinking and participation.

Despite the good reaction to the teaching innovation, he went on to say: Pupils didn’t really understand my reference to there being many different types of poverty in the world. They were only willing to identify actual poverty (relating to money) and I had to spend time explaining the other types and giving examples

education In the final section of the questionnaire, pre-service teachers’ attitudes and opinions on development issues and Development Education (DE) in post-primary teaching were explored. The

I have spread my dreams under your feet;

questions ranged from asking about their own perceptions in their

Tread softly because you tread on my dreams.

practice as teachers, as well as post-primary education in general.

The respondents showed good levels of interest and engagement

The focus group with tutors showed these concerns in greater detail:

with integration of Development Education into post-primary

“ “ “ “

education. None of these variables were found to be significant when correlated with sex, age, school types attended, or gender of school.

Table 3 - Attitudes to Development Education in Post-Primary Agree %

Disagree % Unsure %

n

DE is important in post-primary education

77

4

19

227

I am interested in Development Education

60

8.5

31.5

235

I am willing to bring DE into my teaching

56

13

31

234

I am willing to raise awareness of DE through my professional practice

73

7

20

234

However, as with research on previous year group, concerns were expressed: Agree %

Disagree % Unsure %

n

I need to know more about DE before I teach it

85

5

10

235

I believe DE should be a separate subject

42

21

37

233

47.5

22

30.5

234

I see links between DE and my teaching subject 26

they did and they didn’t [see the link with their subject area]. The only link they saw was the different types of construction. People’s houses being trampled on by environment, disasters and people forced to move on. There isn’t any major link between their course and topic, wars they all stuck to environment. It’s like a safe kind of area for them or something.

the environment is obviously the most tangible, most applicable, but if they actually looked at the other ones a little longer they would actually see the links. …Maybe that is a factor, they just see environmental issues and just go for them. Maybe if they had more time to think about the other issues…

I mean a lot of them really, their reaction was they weren’t interested in this stuff, especially the guys I think…

“ “

I think a lot of them never even imagine linking it back to their subject area. I mean ‘this is a topic’ and - almost like tunnel vision and I teach it - now it’s done and dusted…

“

…but having said that all but one of my groups have chosen to go back to it [development topics] for the recording...

…cos they are not thinking about the bigger issues, they are

Conclusion

worried about making a fool of themselves in front of their peers -

The Start Teach Zero data gathered in both 2006 and 2007

they don’t know what they are doing really…

demonstrates a high level of interest in learning more about the issues, as well as a willingness to integrate them into students’

However many of the tutors reported examples of true engagement

teaching and professional practice. This willingness and

with global development issues and strong links to the student

understanding is demonstrated both in their questionnaire responses

teaching subject:

and lesson plan exemplars, and is backed up in tutor’s feedback.

“ “ “ 27

Some, when they are presented with it, they say ‘no I don’t want

However, persistently high numbers of pre-service teachers stated

to’. But as you say, when they go and research it then that is

they need to know more on the issues and two-in-five report that

developing that ambition to learn more within it

they see Development Education as a separate subject [43% (n=118) in 2006; 42% (n=98) in 2007].

Like they all have the sheet, they all carry the pink sheet around they all still have it. I asked them do you have your pink sheet and

These are the areas that future Development Education intervention

six of them pulled it out. Usually it’s lost at the bottom of a bag or

work needs to focus on. Moving pre-service teachers from the

somewhere.

position of knowledge givers to knowledge facilitators and coconstructors of knowledge is key to this.

…I’ve converted my mother to Fair Trade. I’ve personally learnt a lot from it... I went off and read the websites myself. In the long run it has helped me.

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

A Study of Student Teachers’ Perspectives on Development Education Results/Outcomes

Authors

Audrey Bryan, University College Dublin Marie Clarke, University College Dublin Sheelagh Drudy, University College Dublin

Purpose

To explore student teachers’ understandings of Development Education (DE) and related forms of education (e.g. intercultural education) as well as their attitudes towards the implementation of DE in formal education settings

Methodology A survey designed to capture student teachers’ underlying values and ideas about diversity, their own experiences of development and social justice issues, and their understandings about local and global injustices and inequalities.

Data was gathered from students in initial teacher education programmes across four institutions:

o o o o

Queens University Belfast St. Mary’s College, Belfast Stramillis University College, Belfast University College Dublin

Phase 1 (Cohort 1) Academic Year 2006-2007 Phase 2 (Cohort 2) Academic Year 2007-2008

28

Levels of Support for Development Education Among Student Teachers

Perceived Competency in Delivering DE Content and Methodologies

A majority felt confident in their ability to deliver DE content and methodologies, with almost 62% agreeing that they felt confident in their ability to teach about development and social justice issues.

Only 11% did not feel that active and participatory learning modalities were practical in a classroom context.

Student teachers are very supportive of, and responsive to, the idea of incorporating development education themes, values and ideas in their teaching.

74% either agree or strongly agree that development education should have a high priority in initial teacher education.

71% either agree or strongly agree that DE is relevant to all subject areas.

Almost 70% agree or strongly agree that DE should be afforded higher priority within the school curriculum than is currently the case.

Confidence in One’s Own Ability to Effect Change

Student teachers are generally committed to ideas of social transformation, although they do not necessarily feel confident in their own ability to enact change.

Only 1/3 felt confident in their ability to influence decisions affecting their local area and society more generally.

Less than ¼ felt confident in their ability to influence decisions affecting other parts of the world.

Attitudes towards Social Action

Student teachers are favourably disposed to the social action dimension of DE and are positive that a more egalitarian world order is achievable.

A substantial majority (over 80%) agreed that their role as an educator involved striving to help their students both understand social injustices as well as encouraging them to transform society.

Implications ‘Development educators have merely explained the world; the point is to change it.’

(Alldred, 2005, p. 1) Teacher Educators involved in DE need to emphasize and impart the skills required for critical and effective political engagement

DE Offerings at UCD Initial Teacher Education Lectures and workshops which provide a theoretical introduction to DE and exposure to a range of active learning methodologies to facilitate student teachers own pupils’ understanding of development issues

In-Career Teacher Education Professional Development Specialism in DE offered to Master of Arts/Master of Education and Graduate Certificate in Education Studies Students.

Comprises two elective, semester-long modules: (1) Education and Development: Key Issues and Institutions in International Educational Development (2) Development Education: Embedding a Global Ethical Dimension in Educational Settings

For more information on this project, please contact Audrey Bryan, School of Education and Lifelong Learning, UCD Tel: 01 716 8641 Email: Audrey.Bryan@ucd.ie

A Study of Student Teachers’ Perspectives on Social Justice and Development Education

overlapping concerns. These include, but are not limited to: • inclusive education

Audrey Bryan, Marie Clarke, Sheelagh Drudy.

School of Education, University College Dublin.

• citizenship education or education for democratic citizenship • multicultural and intercultural education

Introduction • diversity education While the meaning of social justice is contested, social justice education typically involves highlighting social injustices at a local and/or global level with a view to motivating individuals and groups to envision, and work towards, a different future, based on a more

• development education and education for sustainable development • human rights education

humane and just vision of society, on both a local and a global scale (North 2006). It is argued that if public understanding of injustices, crises and problems affecting people on a local and global scale is to be enhanced, there is a need for educators as well as young people

• global education or the global dimension in education • education for international understanding.

to be critically engaged with such issues in school (ibid). Teachers, teacher educators and educationalists more broadly are in a unique

While the specific priorities of each of these versions of social

position to draw attention to local and global crises and injustices

justice education may differ somewhat, each shares a concern with

that might otherwise be neglected or under-prioritised for a host of

cultivating awareness of the nature and causes of injustice and

reasons.

inequality in the world, and is oriented towards effecting positive social change. As an approach to learning, therefore, social justice

There are a variety of forms of education (often referred to as

education is about both understanding and transforming the world in

‘adjectival educations’) which can be classified as falling broadly

which we live.

within the remit of social justice education as they share many 29

Despite greater political and media devotion to global crises and

A survey instrument was designed for the purposes of gathering

issues in recent years, as well as recent attempts to mainstream

attitudinal data on social justice, development and diversity issues

development and diversity education in the formal education sector,

among students in initial teacher education programmes at University

the existing research-based evidence on Development Education

College Dublin. Similar questionnaires were distributed at institutions

is limited (Smith 2004). This project sought to examine student

offering pre-service teacher education programmes in Northern

teachers’ understandings of development and related forms of

Ireland to aid comparative analysis. Additional data was gathered

education, as well as their attitudes towards the implementation

therefore from student teachers attending Queens University Belfast,

of DE in formal education settings. It has implications for the

Stranmillis University College and St. Mary’s College who have

conceptualisation and practice of education, particularly from the

been exposed to content knowledge and methodologies relevant

point of view of how best to prepare those in initial teacher education

to development, diversity and social justice issues. A combination

to engage in meaningful dialogue with their own students about how

of open-ended, Likert-scale and rank-order questions were devised

they can contribute to a more locally and globally just future.

with the purpose of informing the following questions:

Research methodology

• What meanings do student teachers ascribe to social justice and Development Education?

A preliminary mapping exercise of provision and approaches to social justice, development and diversity was conducted among those teacher education institutions and programmes directly involved in the study, for the purposes of informing the attitudinal dimension of the project.

A literature review was conducted with a particular focus on identifying key issues and challenges pertaining to the

• To what extent do student teachers embrace the values and ideals of social justice education?

• How much scope do they see for the incorporation of Development Education content in their classrooms?

• To what extent do they feel competent incorporating social justice education into their teaching?

implementation of social justice education in formal educational settings.

30

• To what extent do they embrace active learning methodologies within the context of their classroom teaching practice?

• To what extent do they feel confident in their ability to effect positive social change?

• To what extent have they been involved in local and global development/social justice-related activities?

the need for a global consciousness and collective social action in the face of an escalating range of issues which transcend national borders, such as climate change, HIV/AIDS, the threat of global terrorism and so on, cannot be underestimated. Nevertheless, existing research about the teaching and learning of development/

Specific items were included in the questionnaire to examine

global issues in an Irish/Northern Irish context highlights a number

student teachers’ perceptions and understandings of a range of

of deficiencies and challenges that need to be addressed if students

issues including: the role and scope for development and diversity

are to emerge from their schooling more inclined to challenge major

education in the curriculum; the perceived relevance of social justice

global issues and injustices of this nature.

education to ones’ own subject areas; attitudes towards migration, cultural diversity and racism; attitudes towards specific minority

Knowledge of, and engagement with, social justice issues among

groups (eg. Travellers); understandings of poverty; and attitudes

teachers

towards social action, activism, and social change.

In the Northern Ireland context, recent research examining current Relevant literature informing the work Many strands of social justice education seek to provide deeper understandings of the intersectionality of local and global forces and to elucidate the relationship and relative impact of different aspects of globalisation. That dimension of social justice education concerned with Development Education or the ‘global dimension,’ is arguably more relevant than ever before, as the economic, social, environmental as well as epidemiological aspects of globalisation are increasingly enmeshed, resulting in a series of interrelated threats to humanity (Olssen 2004). The complexity of the task for educators who seek to cultivate awareness of the effects of globalisation and 31

provisions and opportunities for the delivery of the global dimension in formal educational settings suggests that while a majority of primary school pupils enjoy learning about global issues, there was a lack of knowledge among one in three primary school teachers/ principals regarding their understanding of the global dimension, as well as a perception amongst teachers and principals that existing supports and resources to support the global dimension was limited (Reynolds, Knipe and Milner 2004). In the Republic of Ireland context, recent research on teachers’ interest, knowledge, and activism in relation to development and Development Education reveals that less than one fifth of teachers regarded themselves as being well

informed about ‘Third World issues’. Furthermore, besides financial

percent of teachers (Gleeson, King, O’Driscoll and Tormey 2007).

contributions to Third World charities, teachers scored low on

At least some of the development-related curricular content is also

other forms of development activism (Gleeson, King, O’Driscoll and

problematic, in the sense that it tends to privilege decontextualised

Tormey 2007). Findings of this nature suggest that while support for

and ‘do-able’ notions of development and individualised solutions

the social justice dimension amongst teachers and their students

to what are in effect highly complex structural problems (Bryan

is generally high, barriers exist to ensuring effective teaching and

2008). In at least some textbooks currently being used in an Irish

learning in this regard.

context, contrary to Development Education’s stated goal of raising awareness of the underlying causes of poverty and ‘empower[ing]

Numerous related challenges to implementing Development

people to take action for a more equal world’ (Irish Aid/Trócaire

Education in formal educational settings have been identified

2006, 6), global awareness is often reduced to narratives which have

elsewhere in the literature. National curriculum and examination

the effect of positioning the Irish nation as a generous ‘First World’

requirements, for example, as well as constraints on staff time within

donor to the ‘less developed’ ‘Third World’, while at the same time

the context of an overcrowded curriculum limit the degree to which

neglecting to provide understandings of the structural dimensions

critical engagement with development issues is possible (Smith

of poverty and the underlying reasons for underdevelopment in the

2004). Relatedly, much has been written about the dangers of ‘add-

first instance. Analyses of this nature run the risk of depoliticising,

on’ or ‘add-and-stir’ approaches to teaching about development and

and therefore of trivialising poverty, in the absence of a concomitant

related issues such as interculturalism (eg. Roman 2003).

critical consideration of the structures and systems which cause and sustain poverty in the first place (Smith 2004).

Social justice methodologies and curriculum content The reliance on textbooks as the Development Education methodology most commonly used by teachers is also problematic (72% of teachers use textbooks most often in teaching about development issues in the Republic of Ireland), not least of which because textbooks are also perceived to be the most effective method of teaching development/global issues by less than five 32

Relatedly, development-as-charity narratives, which promote the view that poverty and underdevelopment can be remedied through individual charitable donations, are also common in school textbooks. While not seeking to deny that individual financial contributions can make a difference to the lives of those in poverty, representations of this nature have the effect of engaging students

in Ireland in a particular relationship to the poor, based on an image

in Education’ project in the North and Irish Aid funded ‘Development

which identifies those in the developing world predominantly in

and Intercultural Education’ (DICE) and ‘UBUNTU Teacher Education

terms of their dependency and need for financial assistance, thereby

for Sustainable Development’ projects in the South, as well as

eclipsing the actual forces that produce and perpetuate poverty in

a host of other departmental or institutional initiatives funded

the first instance (Leal 2007). It is notable that donating money is the

through Development Education grants schemes. For example,

most popular form of development activism in which young people in

a multi-annual Development Education grant from Irish Aid in the

Ireland engage, reflecting the development-as-charity motif alluded

Republic has enabled the School of Education at UCD to enhance

to above (Gleeson, King, O’Driscoll and Tormey 2007).

its social justice offerings on the Postgraduate Diploma in Education

The study also revealed that school is the second most important

programme through lectures and workshops which emphasise a

source of information that students have about the Third World

range of active learning methodologies to facilitate student teachers’

(Gleeson, King, O’Driscoll and Tormey 2007). This further

own pupils’ understandings of development and global issues.

underscores the need to critically engage with the nature and implications of the messages that are conveyed in formal educational

While a host of recent initiatives provide enhanced opportunities for

settings.

teacher education programmes to offer a variety of courses and units with a strong social justice orientation, such as inter/multicultural

Educational interventions with a social justice orientation These aforementioned challenges raise important implications for teacher educators who strive to equip student teachers with content

education, diversity education or Development Education, it cannot be assumed that socially and culturally responsive teaching will necessarily follow from student teachers’ participation in such courses (Pohan and Aguilar 2001). Teacher educators need to

knowledge and methodologies that will enable their own students

understand students’ underlying values and ideas about diversity,

to reflect on how they can contribute to a more locally and globally

their own experiences of development and social justice issues,

just future. Increased financial support for Development Education

and their understandings about local and global injustices and

by government bodies in both jurisdictions in recent years have

inequalities, in order to ensure meaningful classroom dialogue and to

enhanced opportunities for integrating Development Education

facilitate learning (eg. Clarke and Drudy 2006). It is with this in mind

content and methodologies in initial teacher education programmes.

that a survey instrument was devised and distributed to those in

These projects include a three-year DFID-funded ‘Global Dimension

initial teacher education programmes.

33

Levels of support for Development Education among student teachers • Generally speaking, student teachers are very supportive of, and responsive to, the idea of incorporating Development Education themes, values and ideas in their teaching.

• 74% either agree or strongly agree that Development Education should have a high priority in initial teacher education.

• 71% either agree or strongly agree that Development Education is relevant to all subject areas.

Attitudes towards social action • Student teachers are favourably disposed to the social action dimension of Development Education and are positive that a more egalitarian world order is achievable.

• A substantial majority (over 80%) agreed that their role as an educator involved striving to help their students both understand social injustices as well as encouraging them to transform society.

• 72% agreed or strongly agreed that a more equal world is possible.

• Almost 70% agree or strongly agree that Development Education should be afforded higher priority within the school curriculum than is currently the case.

Perceived competency in delivering Development Education content and methodologies • A majority felt confident in their ability to deliver Development Education content and methodologies, with almost 62% agreeing that they felt confident in their ability to teach about development and social justice issues.

• Only 11% did not feel that active and participatory learning modalities were practical in a classroom context.

Confidence in one’s own ability to effect social change • Student teachers’ own sense of agency to effect positive social change has significant implications in terms of the extent to which they will in turn try to encourage their own students to do so.

• Student teachers are generally committed to ideas of social transformation, although they do not necessarily feel confident in their own ability to enact change.

• Only one third of respondents felt confident in their ability to influence decisions affecting their local area and society more generally, whereas less than a quarter felt confident in their ability to influence decisions affecting other parts of the world.

34

Individual versus structural explanations of development and

Moreover, less than 4% viewed the lifestyles of those in the West as

social justice issues

being one of the most important reasons for poverty in developing

• Student teachers tend to privilege individualistic accounts of racism which fail to address the complex interrelationship that exists between the interpersonal level and broader structural and political processes through which racism is enacted.

countries. Those perspectives which attribute poverty primarily to a lack of skills and resources, including education, rather than to a lack of control over the production of these resources, places the burden of responsibility for poverty on the poor themselves, thereby failing to consider the role of the West in extracting surplus value in the first

• Over 80% believed that racism is mainly the result of people’s ignorance and lack of understanding of other cultures whereas less than 40% believed that government policies were largely to blame for the intensification of racism in society.

Understandings of poverty Some of the survey’s findings suggest that student teachers’ understandings are consistent with ‘soft’ (as opposed to more critical) versions of development or global citizenship, whereby poverty is constructed as a lack of development, education, resources, skills, technology etc. (Andreotti 2006). Forty percent of respondents, for example, identified a lack of education and training

instance (Biccum 2005, 1017).

Development activism In terms of social action, student teachers were far more likely to have donated money to charities and non-governmental organisations (72%) than they were to have engaged in other forms of development activism, such as taking part in a public demonstration/protest or rally or actively campaigning about a social or environmental issue (17%).

Implications for Teacher Education

as one of the most important reasons for poverty in developing

Collectively, these findings suggest that students in initial teacher

world countries, whereas only 7% saw a relationship between

education would benefit from exposure to more critical versions

poverty and these countries’ colonial pasts, and only 21% viewed

of development and global citizenship education, which seek to

the nature of international trade and economic policies as one of

move people beyond the prevailing notions in the South based

the most important reasons for poverty. Respondents were more

on compassion and charity, towards a deeper understanding of

likely to attribute poverty to factors like overpopulation (28%) and to

interdependence and a recognition of ‘causal’ responsibility - an

natural disasters, such as floods, earthquakes and droughts (30%).

obligation or answerability - towards the South (Spivak 2004,

35

cited in Andreotti 2006). In other words, these findings suggest that students would benefit from exposure to more critical forms of global citizenship which interrogate the legacies of colonialism and the West’s ongoing complicity in sustaining poverty, and to existing structures, systems, assumptions, and power relations that create and maintain exploitation and disempowerment in the first instance (ibid). Development Education content and methodologies should also focus on equipping student teachers with the skills and knowledge about how to effect social change, on an individual as well as collective level.

Leal, P.A. 2007. Participation: the ascendancy of a buzzword in the neo-liberal era. Development in Practice 17, 539-548.

Mohanty, C.T. 2003. Feminism without borders: Decolonizing theory, practicing solidarity. Durham and London: Duke. University Press.

North, C. 2006. More than words? Delving into the substantive meaning(s) of ‘social justice’ in education. Review of Educational Research 76 (4), 507-535.

Olssen, M. 2004. Neoliberalism, globalisation, democracy: challenges for education. Globalisation, Societies and Education 2 (2), 231-275.

Pohan, C., and T. Aguilar. 2001. Measuring educators’ beliefs about diversity in personal and professional contexts. American Educational Research Journal 38 (1), 159-182.

Reynolds, M., D. Knipe, and S. Milner. 2004. The global dimension in schools in Northern Ireland: a research report. Coalition of Aid and Development Agencies.

References Andreotti, V. 2006. ‘Soft versus critical global citizenship education’ in Policy and Practice: a Development Education Review. Vol. 3, Autumn 2006, 83-98.

Biccum, A. 2005. Development and the ‘new’ imperialism: a reinvention of colonial discourse in DFID promotional literature. Third World Quarterly 26, 1005-1020.

Bryan, A. 2008. Educating for local and global citizenship: implications for teacher education. Policy and practice: a Development Education Review, 7(1).

Clarke, M., and S. Drudy. 2006. Teaching for diversity, social justice and global awareness. European Journal of Teacher Education 29 (3), 371-386.

Gleeson, J., P. King, S. O’Driscoll and R. Tormey. 2007. Development Education in Irish post-primary schools: knowledge, attitudes and activism. Shannon Curriculum Development Centre, Curriculum Evaluation and Policy Research Unit, University of Limerick and Irish Aid. Irish Aid. 2004. Deepening public understanding of international development: Development Education strategy plan 2003-2005. Irish Aid. Irish Aid and Trócaire. 2006. Guide to Development Education resources in Ireland 2006-2008. Irish Aid.

36

Roman L. 2003. Education and the Contested Meanings of ‘Global Citizenship’, Journal of Educational Change 4 (3), 269-293.

Smith M. 2004. Mediating the world. Development, education and global citizenship. Globalisation, Societies and Education 2 (1), 67-82.

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Development Education and Active Learning Methodologies – Spring 2006 Intervention Participants

Lecturer - Jim Gleeson; Tutors - Orla McCormack, Joanne O’Flaherty, Lisa Coady, Ollie McGarr

Results Pre-service teachers were asked to rate their understanding of Development Education…

Data Collection and Analysis: Mags Liddy, Deirdre Hogan Ubuntu Network

Purpose

Don’t know what it is

The Curriculum Studies module (EN4006) undertaken in the 3rd year of the education degree programme at UL explores the use of active learning methodology in the classroom In March 2006 tutorials on active learning were adapted to address Development Education (DE) themes and approaches. In total 9 tutorial groups (of 3 hour duration) were adapted. It was envisaged that for many students this would be their first experience of DE

o During a 2-hour workshop 4 activities were implemented: Students were asked to select (and discuss) a photograph that represented ‘development’ to them They partook in a whole class global wealth distribution role-play and discussion (food game) They discussed DE statements in small groups, with the task of reaching consensus on issues Finally they identified and matched a series of NGO and DE logos to campaign phrases

o This research project was designed to gain an insight into students’ understanding of the term ‘development’ and of DE as well as their views on the intervention carried out. Data was gathered in tutorials using brief pre and post-questionnaires o 134 questionnaires were completed: (Male 67% (n=90), Female 33% (n=44)) representing all undergraduate teacher education programmes in UL o A follow up 1-hour ‘DE visitor experience’ session, modeled on the CSPE Action Project format, was conducted with each tutorial group. Visitors included representatives from Concern, Just Forests, and Debt and Development Ireland, as well as members of minority ethnic groups

37

After Intervention % n 0 0

Know the term

47

35%

6

4%

Some understanding

24

18%

53

40%

Good understanding

1

1%

70

53%

Excellent understanding

0

0

4

3%

133

100%

133

100%

TOTAL

Methodology

Before Intervention % n 46% 62

Respondents were asked to state which DE activity they enjoyed most, and which increased their understanding and knowledge…

‘Enjoyed’

‘Increase understanding’

‘Increase knowledge’

Food

50%

35%

28%

Consensus

17%

30%

34%

Photos

30%

24%

21%

Matching

12%

11%

26%

Students were encouraged to think how DE could be integrated into their subject areas through active learning methods. In the post questionnaire they were asked to note how this might be achieved. Below are extracts from their answers, grouped by subject area,

Languages ‘…Diary entries e.g. at a topical time e.g. when Africa is topical in the news, get pupils to write a diary entry imagining they are a teenager of their own age living in these conditions in Africa.

Feelings and emotions and a deep thoughtful piece of work can help to improve overall awareness of the topic of development amongst young people’

Physical Education

‘Adjust and adapt classes to suit cultural diversity

’

‘…Take into account background of pupils e.g. some pupils may not be allowed to show their legs so for playing games and swimming be more sympatric and understating’

Science

‘When doing an experiment use very basic resources and relate the experiment to how it could improve a poor disadvantaged area’

Construction and Engineering ‘Researching where materials came from and the effect they are having on the local area’ ‘…The importation of tropical hardwoods and the unfair taxes and prices paid. Sustainability of building materials … also exploitation of materials’ ‘… Showing students how factories in different countries work and how they pay’

Further Research

A follow-up study on this cohort was conducted in Spring 2007 after a 12 week Teaching Practice placement to explore if student teachers integrated Development Education into their teaching

For more information on this project, please contact The Ubuntu Network, Department of Education and Professional Studies, University of Limerick Tel: 061 233 289 or see the Ubuntu Network website at www.ubuntu.ie

Analysis of Irish Pre-service Teachers Responses to Integration of Sustainable Development Topics into their Teaching Subject

values by engaging learners in action for local and global citizenship.

The research presented below is based on a Development Education intervention, where post-primary pre-service teachers utilised a number of active learning activities as part of an undergraduate module entitled Curriculum Studies. Building on the strengths

Mags Liddy, Ubuntu Network/ University of Limerick

“

Many teachers who do not have difficulty... embracing new ways of thinking may still be as resolutely attached to old ways of practicing teaching as their more conservative colleagues‌ even those of us who are experimenting with the progressive pedagogical practices are afraid to change. bell hooks, Teaching to Transgress (1994)

Introduction

model (UNESCO 2005) the module content was redesigned with a Development Education perspective. Pre- and post-data was gathered to assess the impact of the intervention on the pre-service teachers’ understanding and knowledge of development issues. The survey also asked respondents to describe opportunities to integrate Development Education issues and active learning methodologies in their teaching subject area.

Literature Review Both Development Education and Education for Sustainable Development focus on the promotion of critical thinking skills and in promoting the use of active and participatory learning (United

Active learning approaches are viewed as vital in facilitating the

Nations Economic Commission for Europe 2005; NCCA 2006; Hogan

development of knowledge, skills and attitudes necessary to engage

and Tormey 2008). Active learning is key to encouraging active

with global challenges. These approaches are viewed as engaging

participation and meaningful engagement with learning tasks through

the learners not just academically, but emotionally and possibly

skill and competency development. Kyriacou (1998) summarises the

physically in the learning task. Additionally, active learning can be

overall benefits to active learning approaches: greater stimulation

open and flexible to allow for multiple intelligences and engage a

and therefore interest and motivation for students; more effective

range of learning styles. Use of participatory and experiential learning

skill development such as communication and engagement in

is often seen as key in building the essential skills, attitudes and

learning process; and finally engendering positive attitudes to

38

themselves as learners and to the learning task. Furthermore, active

active learning methodologies found many constraining factors on

and participatory learning approaches are recognised as enhancing

their use, including teachers’ values and attitudes as well as lack of

learners’ engagement with global concerns and trigger deep

training in and availability of resources on active learning. Gleeson

level learning. The UNECE Strategy for Education for Sustainable

et al. (2007) found that film or DVDs was the most popular choice

Development (2005) highlights the need to reorient educational

in Development Education class, however just 26% consider this

practices towards participatory, process- and solution-oriented

approach to be effective (2007, 19-20) suggesting that the learning

educational methods. These methods facilitate the development of

experience remains a passive one for the student. In Clarke and

systemic, critical and creative thinking, essential to making decisions

Drudy’s (2006) study of pre-service teachers’ attitudes to diversity

and judgements in favour of sustainable development.

and teaching social justice, researchers concluded ‘there was a reliance on traditional teaching strategies... [revealing] a conservative

Certain structural conditions are seen as essential to promoting and

and cautious approach to teaching’ (2006, 382).

using active learning approaches. These include good support from school principals, supervisory or cooperating teachers; collaboration

As Conway and Clark’s (2003) study of pre-service teachers’ hopes

from other teachers; and appropriate architecture of the class such

and fears illustrated, a pre-service teacher’s career journey is not

as room size, number of students etc (McMorrow 2006). In Ireland,

one-way, but multi-dimensional and continuous. Through exposure

active learning methods are recommended in the Department of

to new and varied learning approaches, plus additional teaching

Education and Science guidelines on post-primary education reform

experience, pre-service teachers may change in approaches,

and form the primary learning approach advocated in some subjects

priorities and concerns over the course of their career. Training in

such as Civic, Social and Political Education.

However the inclusion of such learning approaches in education is often seen as problematic. The fear that active learning could degenerate into a noisy, boisterous session with an attendant loss of class discipline or teacher respect is a key factor for newly qualified teachers. McMorrow’s (2006) study of teachers’ use of 39

or modelling of active learning, especially role-playing and visitor experiences, are essential to overcome the reluctance and fear of active learning documented by McMorrow (2006), as well as moving pre-service teachers away from reliance on didactic teaching. The inclusion of active learning with a Development Education lens aims to promote participants’ critical reflection on the use of active learning as a methodology to aid inclusion of development issues in their future teaching practice.

The Development Education Intervention

collectively. The Matching Activity asked students to match logos to

Pre-service teachers were introduced to active learning

slogans from development agencies or organisations, including for

methodologies through a Development Education lens as an element

example Irish Aid, Live 8, and Let’s Kick Racism Out of Sport.

in an overall third year module entitled Curriculum Studies. In small group tutorials they explored a range of active learning methods and

Respondents were asked to state which activity they enjoyed most,

also a visitor experience session on a development topic. In the first

and which increased their understanding and knowledge. The results

session, students participated in four activities, called Photos, Food

are presented below.

Game, Consensus, and Matching. All of these activities were based on existing Development Education activities used in the informal

Table 4 - Pre-Service Teachers Reactions to Active Learning

education sector. The Photos Activity utilised a large selection of

Activities

images of both over- and under-development, technology and environmental issues to spark debate on development and questions that emerge.

The Food Game is where students divide themselves into what they perceive are the population and resource distributions of the world.

It has some similarity to the Miniature Earth project, developed

by Donatella Meadows (see www.miniature-earth.com for further

ENJOY

INCREASE UNDERSTANDING

INCREASE KNOWLEDGE

Food Game

50%

35%

28%

Consensus

17%

30%

34%

Photos

30%

24%

21%

Matching

12%

11%

26%

ACTIVITY

explanation). They then divide up food (in this case sweets) according to current distribution of goods by current global trade practices.

Additionally Peters Projection maps were shown to the groups to highlight the differences in viewing the world. The Consensus

Regarding the Food Game, half of the respondents said they

Activity used a series of statements on global development which

enjoyed this game and that it also developed their understanding of

were discussed in small groups, with students having to find two

development; while one-third of respondents said the Consensus

statements they agreed on and two statements they disagreed on

game increased their knowledge of development issues. The Food

40

Game was the most physically active, involving much movement

paired samples tests of significance were used to assess impact of

of people in the room, with interaction across the ‘continent’ and

the intervention. In total, 134 questionnaire answers were collected

examining maps. Thus it is the most different to traditional didactic

from third year pre-service teachers and analysed using SPSS v14.

teaching methods and as seen above it had the most impact on preservice teachers.

Assessment of impact of DE intervention

In the following week, guest speakers were invited in. Organisation

Previous knowledge and understanding of both development and

of the activity included meeting the guest, arranging refreshments,

Development Education was self assessed by respondents prior

selecting a chairperson, preparing questions in advance and

to the Development Education intervention. The Wilcoxon T test

expressing thanks for their participation. The guest speakers included

for non-parametric data was used to analyse level of impact. There

child labour activists, representatives from development NGOs

is a significant increase in both pre-service teachers’ self-reported

and sustainable forestry initiatives, and members of minority ethnic

assessment of their understanding of the term development and

groups now living in Ireland. This activity was modelled on the use of

in their understanding of Development Education (T=.000). These

guests or interviews as part of the Action Project in Civil, Social and

results are presented in the tables below.

Political Education, a Junior Cycle subject in post-primary education (see www.cspe.ie for further details).

Table 5 - Pre-service Teachers Understanding of Development Before

After

n

%

n

%

% change

Excellent understanding

0

0

6

4.5%

+4.5%

learning workshops, designed to gather data on pre-service

Good understanding

20

15%

85

64%

+49%

teachers’ interest and awareness of the use of active learning

Some understanding

71

54%

40

30%

-23%

Know the term

31

23%

2

1.5%

-21%

Don’t know

11

8%

0

0

-8%

TOTAL

133

100%

133

100%

Research Methodology Pre- and post-questionnaires were collected during the active

as a methodology. The questionnaires contained both open and closed questions; therefore both quantitative and qualitative data is presented below. Respondents answered questions before and after the Development Education intervention and so where applicable, 41

Table 6 - Pre-service Teachers Understanding of Development Education Before

The four levels of response categories are summarised in the table below. This analysis structure is not meant to be viewed as static, but rather as a snapshot in time of their attitudes and opinions at a

After

n

%

n

%

% change

Excellent understanding

0

0

4

3%

+3%

Good understanding

1

1%

70

53%

+54%

Some understanding

24

18%

53

40%

+22%

Know the term

47

35%

6

4%

-31%

Don’t know

62

46%

0

0

-46%

TOTAL

133

100%

133

100%

The results demonstrate that the activities generated increases in reported understanding of development and Development Education.

Analysis of Responses to Opportunities An open-ended question on the post-questionnaire asked respondents whether they saw opportunities to integrate development issues in

specific point in their pre-service teacher education programme.

Table 7 - Model of analysis of Pre-service Teachers responses RESPONSE CATEGORY

CONTENT METHOD PROCESS REJECTION ORIENTATED ORIENTATED ORIENTATED

Number of 4% (n=4) Respondents Gender

Male n=3 Female n=1

Description Inability of Response to see opportunities Category to integrate Development Education

50% (n=58)

37% (n=43)

9% (n=10)

Male n=37 Female n=21

Male n=27 Female n=16

Male n=7 Females n=3

Recognising only specific areas of their subject with opportunities for integration of Development Education

Seeing where active learning methods used in workshop can be applied in their subject area and teaching practice

Recognising the wider range of active learning (beyond the methods employed in the workshop) and also recognising ways to apply active learning methods in their subject area and teaching practice

their teaching. They were not asked specific questions in relation to the use of the active learning activities they experienced in class, however many described how these activities could be included. Out of the 134

Inability to see Integration Opportunities

questionnaires collected, 115 answers to this question were gathered

In total, there were only four comments (from a total of 115

and transcribed. These responses were categorised according to the

examined) that reflected an inability to see opportunities to integrate

level of student response and the students’ openness to opportunities

Development Education. Two Maths student teachers stated they

to integrate development issues.

did not see their subjects as open to the integration of development,

42

describing it as difficult to integrate or to implement in class. Many

practice. Maths student teachers recognised opportunities for the

responses focused on the PE students elective areas (such as

Food Activity, identifying the following area of the syllabus: ‘%charts

Geography, English, Maths or Gaeilge) and did not refer to PE which

etc - do it with a developing world slant’. Also class content could be

is their main degree subject area. This may reflect an inability to see

reorientated to ‘include wealth distribution into ratio and proportion

ways to integrate Development Education into PE. Additionally there

class’.

were 19 missing answers to this question, which may indicate a far higher amount of respondents who are not open to the integration of

Similarly in Geography, pre-service teachers acknowledged the use

Development Education into their teaching.

of active learning saying ‘Activities used today could be integrated into a geography lesson... [and they could be included in] geog class

Content orientated

when doing poverty, inequalities, population, through activities we took part in today’.

This is the largest response group, with 50% (n=58) of respondents identifying specific Development Education topics for inclusion in their teaching. The responses categorised as content orientated are

Process orientated

when respondents recognised only specific areas of their degree

Process orientated category is defined by comments that reflect

subject that offer opportunities for integration of Development

a high level of engagement demonstrated by pre-service teachers

Education and active learning rather than acknowledging the whole

in their responses, where they recognise the wider range of active

subject. In particular, Science and Geography student teachers

learning methods (sometimes looking beyond the methods employed

tended to see opportunities for employing active learning methods in

in the workshop) and also recognising ways to apply active learning

specific areas of their syllabus.

methods in their subject area and teaching practice. The responses included use of other active learning methods and groupwork

Method orientated Method orientated is defined as where pre-service teachers acknowledge how the specific active learning methods used in the workshop can be applied in their actual teaching subject and 43

methods, choice of classroom resources, developing creativity and imagination, and global awareness.

The use of active methods such as role play, debate and drama was cited by many pre-service teachers as valuable in building

vocabulary and comprehension of language, and in supporting class

set was also cited by student teachers as encouraging creativity and

discussion. Use of groupwork methodologies was also cited by

artistry. Some pre-service teachers acknowledged specific global

Geography teachers and Materials: Construction and Engineering.

practices such as unfair trade or labour issues could be brought into

One respondent cited the need for extra activities such as ‘Fair Trade

the class subject matter. Others, particularly PE student teachers,

stall at lunchtime’ could be encouraged. Topics such as global trade

recognised how their teaching practices and lesson plans needed to

practices, unfair prices, and labour practices were cited as relevant to

be adapted to be more inclusive.

teaching Materials: Construction and Engineering. An appreciation of machinery and technological development was also cited. Awareness of cultural specific prohibitions (particularly regarding dress) was

Conclusion

diaries in the development of imagination and creativity was cited as

As past research has highlighted, teachers can perceive difficulties with use of active learning or alternative pedagogic approaches, and tend to rely on traditional didactic methods. Their primary concerns were lack of knowledge of global issues, and low confidence levels in management of active learning. This study aimed to address these concerns. The use of active learning was modelled through a Development Education lens, thus addressing the strengths model advocated by UNESCO to reorientate education towards global concerns. The participating pre-service teachers found the activities enjoyable and informative, and reported increased levels of knowledge and understanding of development issues and Development Education. A total of 111 preservice teachers described the opportunities they recognised in their subject areas for the inclusion of active learning. This demonstrates a high level of interest and openness to use of active learning methods among this cohort of pre-service teachers. Further study would be required to analyse their actual use of active learning when on teaching practice or in employment, as prior studies have shown that certain

an opportunity for integration. Adaptations to design briefs and tasks

conditions and factors influence teachers’ choice of teaching methods.

cited by PE students as encouraging them to be more inclusive and culturally sensitive in their lesson design.

Many responses suggested deliberately focusing on resources that create awareness of otherness and cultural diversity. The choice of texts/novels/video is open to language teachers as they can choose from a wide variety even in exam years. The sourcing of materials, including tropical hardwood, was cited frequently by student teachers as a rich opportunity to integrate Development Education into classes. The effects on local people and their environment of topics such as rainforest clearance and mining were also mentioned.

PE student teachers recognised the inclusion of cultural specific sport or dance into classes as awakening interest in other countries and as encouraging inter-cultural respect and awareness. The use of

44

References Clarke, M., and S. Drudy. 2006. Teaching for diversity, social justice and global awareness.

European Journal of Teacher Education 29 (3), 371-386.

Department of Education and Science. 2007. Sé Sí: gender in Irish education. Dublin: Department of Education and Science.

Gleeson, J., P. King, S. O’Driscoll and R. Tormey. 2007. Development Education in Irish postprimary schools: knowledge, attitudes and activism. Shannon Curriculum Development Centre, Curriculum Evaluation and Policy Research Unit, University of Limerick and Irish Aid. Hogan. D., and R. Tormey. 2008. A perspective on the relationship between Development Education and Education for Sustainable Development. Policy and Practice: a Development Education Review Issue 6 Spring 2008.

Holden, C., N. Clough, D. Hicks and F. Martin. 2003. Education for global citizenship: the knowledge, understanding and motivation of trainee teachers. Unpublished report to the World Studies Trust. October 2003. Available online at http://www.globalteacher.org.uk/grg_report.htm accessed January 20th 2008 Kyriacou, C. 1998. Essential Teaching Skills 2nd Edition. Cheltenham: Stanley Thornes.

McMorrow, U. 2006. ‘Changing practices for a global society: voices of students, teachers, principals and university teacher educators on active learning.’ Irish Educational Studies 25 (3), 321-335.

National Council for Curriculum and Assessment. 2006. A study of the opportunities for Development Education at senior cycle. Dublin: NCCA and Irish Aid. Nugent. 2006. Civic, social and political education: active learning, participation and engagement?

Irish Educational Studies 25 (2), 207-229.

UNECE. 2005. Strategy for Education for Sustainable Development. Accessed January 20 2008.

Available at http://www.unece.org/env/documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf

45

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Pre-service teachers’ attitudes towards and experiences of integrating Development Education in post-primary schools Authors

Choose an image that represents development to you

Orla McCormack, University of Limerick Joanne O’Flaherty, University of Limerick

88% of respondents agreed that Development Education (DE) should be included in post primary education. 64% of respondents saw opportunities for DE in their main subject area

Purpose

“I think people have to be taught the implications for their actions, so they can make a knowledgeable and educated choice”

To introduce pre-service teachers to the concept of development education To encourage them to examine where they can introduce development education in their own teaching

The majority of respondents did not attempt to integrate DE issues into their teaching while on teaching practice, but 59% agreed that they will integrate DE into their teaching in the future

To examine their attitudes towards the integration of development education into post-primary schools To examine their experiences of integrating development education while on teaching practice

What are the social, economic, environmental considerations within the image?

Methodology

“I was more concerned with classroom management and subject content. Maybe with more experience I’d integrate it but as yet I don’t have enough courage/competence to delve into this” Statistically significant differences were found between course of study and integration of DE on teaching practice

Year 3

A development education intervention was carried out with 3rd year pre-service teachers of Science, PE, Engineering and Construction Studies in UL- as explained above The intervention focused on development education and the use of active learning methodologies in the classroom. Subsequently research was conducted to assess if development education was carried out during Teaching Practice in the following semester

Results

Dev Ed Intervention (~200 pre-service teachers) • •

‘Food Glorious Food’ Dialogue through imagery • Walking debate • Examining

Year 4

Teaching Practice (12 week block)

Post Teaching Practice Questionnaire (166 preservice teachers

Action Research Methodology

Post Teaching Practice

Those pre-service teachers from the PE and Science Ed. programmes attempted to integrate DE issues into their teaching most frequently, however higher proportions of students from PE and Construction Education programmes reported having never attempted to integrate DE issues into their teaching while on teaching practice

Focus Groups (8 pre-service teachers)

Statistically significant differences were found between male and female pre-service teachers, with females being more willing to integrate DE in their future careers Students noted the following barriers to integrating DE into TP,

…curriculum, lack of time, relevance to subject being taught, pressures of visiting tutors, asked to cover specific topics, lack of own knowledge, cooperating teacher, pressures to get a good grade….

Pre-service teachers indicated that they have more important priorities other than DE in the initial stages of their teaching career –,

academic performance, job security, fitting into the organisation, discipline, ‘not rocking the boat’, being viewed as an effective teacher….

For more information on this project, please contact Orla McCormack or Joanne O’Flaherty, Department of Education and Professional Studies, University of Limerick 46 Tel: 061 213 460, Email: orla.mccormack@ul.ie or joanne.oflaherty@ul.ie

An examination of pre-service teacher education student’s attitudes and experiences of examining Development Education issues in post-primary schools

Development Education, the extent to which they included Development Education while on teaching practice and their attitudes towards including such issues into their teaching in the future. The study found that while student teachers were positive towards integrating Development Education into post-

McCormack, O and O’ Flaherty, J. Department of Education and Professional Studies, University of

primary school and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so.

Limerick Abstract Third year concurrent pre-service teacher education students (referred to as student teachers) at the University of Limerick participate in a module entitled Curriculum Studies. This module explores macro-curriculum issues as well as issues relating to pedagogy and teaching and learning. As part of the module students participate in a number of tutorial sessions relating to the use of active learning methodologies in the classroom. These active learning methodologies have a Development Education theme. Following completion of this module, student teachers complete a 12-week teaching practice placement. The study, using questionnaires and focus groups, was conducted following their return from teaching practice and examined student teachers’ attitudes towards 47

Introduction Curriculum, while often defined in such narrow terms, is more than mere content. It refers to content, pedagogy and assessment. The White Paper on Education (1995) defines curriculum as concerned, not only with the subjects taught, but also with how and why they are taught and with the outcomes of this activity for the learner (p18). Other enlightened views include curriculum as a selection from the culture made on the basis of ideologies, beliefs and values; and ‘curriculum as the story we tell our children about the good life’ (Trant 1998). With these definitions in mind, third year concurrent pre-service teacher education students (from here on referred to as student teachers) at the University of Limerick engage in a module entitled Curriculum Studies where they examine the ‘bigger picture’ of curriculum, going beyond individual subjects to examine the broader philosophical, sociological and psychological aspects

of curriculum. The role of the teacher as practitioner/facilitator is

This paper explores the attitudes and experiences of student

debated as is the role of the teacher as leader; counsellor; advisor;

teachers towards the inclusion of Development Education into their

role model; and provider of values education. The module addresses

teaching while on teaching practice (T.P.) and in their future careers.

such areas as pedagogical approaches, curriculum development,

The paper investigates student teachers’ views on what helps and

curriculum change/reform, and the impact of school culture on

hinders the inclusion of such activities/issues into their teaching. The

curriculum change/reform.

paper begins by briefly outlining the research methodology employed and is followed by an outline and discussion on the main findings.

As part of this thirteen-week module student teachers spend two hours per week in a tutorial session. While implicit throughout the entire module, three of these tutorials sessions (three weeks: total of six hours) focus exclusively on pedagogy where student teachers participate in active learning methodologies with a Development Education theme. They participate in such activities as ‘food glorious food’, use of visual imagery to promote discussion on development and stereotypical views, Development Education-themed visitors to the classroom and walking debates based on issues relating to equality, Third World and environmental issues.

The purpose of the intervention is two fold. Firstly, it aims to encourage the student teachers to incorporate active learning

Methodology Third year student teachers participated in a Development Education intervention as part of the Curriculum Studies module in 2006.

Subsequent to the intervention, they completed a 12-week teaching practice placement in a post-primary school. The research was conducted following teaching practice (when the student teachers were in their fourth and final year of study).

The methods of data collection were questionnaires and focus groups. Questionnaires were distributed to all fourth year student teachers. 166 completed questionnaires were returned, giving a response rate of 78%1.

methodologies into their teaching. Secondly, but of equal importance, it exposes student teachers to Development Education issues and encourages them to consider how such issues can be incorporated into their own teaching and subject area.

The questionnaire examined • Student teachers’ attitudes towards the integration of Development Education in post-primary schools 1 Absenteeism at the time of data collection accounts for some of the non-responses.

48

• Student teachers’ experiences of including Development Education issues in their teaching while on teaching practice.

• Student teachers’ attitudes towards including Development Education issues in their teaching in the future • Barriers that student teachers’ believed inhibit the inclusion of Development Education and active learning into their teaching

Following analysis of the data, focus groups were conducted with two groups of student teachers. Group One attempted to examine Development Education issues while on teaching practice. Group Two did not attempt to examine Development Education issues while on teaching practice. Each focus group consisted of four student teachers with a mixture of gender and course of study. The focus groups lasted approximately 40 minutes each and were recorded using a digital recorder. The focus groups explored the main themes

The majority of student teachers were between the ages of 21-22,

emerging from the questionnaire data and the factors that encourage

39% were female and 61% were male. The sample consisted of

teachers to include Development Education issues in their teaching.

student teachers from four concurrent programmes (see Table 8 for breakdown of student teachers sampled from each programme of study).

Main findings For the purpose of the current report, the researchers chose to present a select sample of results. The results are presented below

Table 8 - Academic programme ACADEMIC PROGRAMME Physical Education

CURRENT STUDY COHORT 37%

under five main headings: Development Education and teaching practice schools; integration of Development Education on the school curriculum; the inclusion of Development Education issues while on teaching practice; what helps and hinders the inclusion of Development Education; and the future.

Elective: Maths (34%), Geography (32%), English (17%), Irish (12%) and Chemistry (5%) Materials and Construction

30%

Development Education and teaching practice schools

Materials and Engineering

18%

42% of student teachers agreed that Development Education was valued in their teaching practice school eg. ‘the environment was a

Biological Science 49

14%

hot issue in the school, which was shown in the recycling’ and ‘Fair

Trade was run in the school. School was very multi-cultural and many

Inclusion of Development Education on school curriculum

efforts were made to give everyone’s culture a view’. The remainder

88% of student teachers agreed that Development Education should

were unsure or disagreed that Development Education was valued in

be included in post-primary education as ‘future generations have to

their t.p. school with student teachers making such comments as:

change the world’ and ‘our pupils need to realise that there are more

“ “ “

important things than a new ipod etc. [They need to become] less My teaching practice school was very self-centred. Concerned only

materialistic. We are more culturally diverse in Ireland. We need to

with local factories and individuals in power in the community.

know why!’

Material resources were heavily exploited.

Student teachers were asked to indicate how they would like Never heard it referred to and there was no ‘ideas’ put forward by

Development Education included in schools. Just under half thought

staff. In an instance after I left the school a special needs assistant

that Development Education should be included on a cross-

was fundraising for an orphanage affected by the Tsunami and not

curricular basis. One fifth believed it should be included within

one teacher in the school gave any help: time, money or support

individual subjects, with the remainder either wanting it as a standalone module or as a short course. The table below shows how

Foreigners in classes on their own; not integrated with Irish

respondents would like Development Education included on the

students. Hence little room for equality.

school curriculum:

Furthermore, only 4% agreed that their co-operating teacher examined Development Education issues in their teaching eg. ‘I

Table 9 - Inclusion of Development Education on the school curriculum

didn’t see any evidence in the classroom’, ‘content coverage was

CATEGORY

their main concern’ and ‘they never mentioned this to me and I never

Mandatory up to and including the Leaving Certificate Mandatory up to and including the Junior Certificate Only provided for those students who are interested In Transition Year Should not be included

34% 32% 11% 7% 5%

Unsure

12%

thought to ask!’

50

PERCENTAGE

Two thirds of respondents saw opportunities for Development

issues without realising it: the sponsored run and the incorporation of

Education in their main subject area. The remainder were either

all pupils in my class, including non-nationals with very bad English’.

unsure or disagreed that they saw a link between Development

The remainder viewed the inclusion of Development Education as an

Education and their subject area with, for example, student

additional topic to include in their teaching.

teachers finding it difficult ‘to see how it could be integrated into technical graphics/drawing’ and ‘difficult to include such areas in a

Differences were found in relation to the course taken by student

mathematical setting that could benefit both subjects’. Differences

teachers and the extent to which they attempted to include

were found in how student teachers answered this question

Development Education while on teaching practice. Student teachers

depending on their gender. A higher proportion of males indicated

from the Physical Education and Science Education programmes

that they did not see opportunities for the inclusion of Development

attempted to include Development Education issues in their teaching

Education into their main subject areas in comparison to their female

most frequently, however those from Construction Education

counterparts.

were more likely to report that they never attempted to include Development Education issues into their teaching while on teaching

Inclusion of Development Education while on teaching practice

practice.

Of those student teachers who did include Development Education

The majority of student teachers did not attempt to include

issues into their teaching while on teaching practice (always/

Development Education issues into their teaching while on

sometimes), approximately two thirds agreed that they enjoyed

teaching practice, as they ‘were not concerned with integrating

teaching about such issues. While less than half agreed that their

Development Education’. Only 4% indicated that they always

students enjoyed learning about Development Education issues.

included Development Education issues into their teaching eg. ‘each plan for my 5th year class was based on teaching Development Education with one English class - as part of my final year project’. A

What helps and hinders the inclusion of Development

very small number of student teachers referred to their own actions

Education?

and behaviour as a way of including Development Education in the

Focus group participants indicated that having a personal interest

classroom, for example, ‘I think you actually do incorporate these

in Development Education encourages teachers to include it in their

51

teaching, with one student teacher explaining how ‘Development

The future

Education is so much a part of my life it is just natural’ (student

Approximately two thirds of student teachers agreed that they plan to include Development Education issues in their teaching once they have graduated from college. Differences were found in relation to student teachers’ intentions to include Development Education in their teaching once they have graduated from college and the gender of the student teachers. Females were more likely than males to affirm such plans for the future with no female student teacher indicating that they would not include Development Education in their teaching following graduation.

who included Development Education on t.p.). Student teachers also felt that having national events such as fasts, debates and school activities helped to address Development Education issues.

Furthermore, they believed that teaching in a multi-cultural setting encourages the teacher to include Development Education issues into their teaching. Interestingly, student teachers felt that including Development Education as part of the assessment criteria for t.p. would encourage them to include it more, but only when their tutor visited.

Student teachers highlighted a number of barriers that they perceived to militate against the inclusion of Development Education into their teaching. These included (in order) ‘curriculum constraints’, ‘lack of time’, ‘relevance to subject topics being taught’, ‘they didn’t think about it’, ‘pressures of visiting tutors’ and ‘expectations to cover specific topics’. Lack of knowledge on the part of the student teacher also emerged as a considerable barrier with student teachers commenting that if teachers are expected to address Development Education issues in their teaching then a greater emphasis needs to be placed on such issues in teacher education programmes. Two thirds of student teachers indicated that these barriers always or sometimes prevented them from including Development Education issues in their teaching.

52

Despite this positive reaction towards including Development Education in the future a different message emerged from the focus groups. Focus group participants (both those who did and did not include Development Education while on t.p.) indicated that including Development Education issues in the future was not high on their list of priorities. Student teachers believed that discipline and academic performance were of greater importance at the initial stages of their teaching career. One student teacher (who didn’t include Development Education on t.p.) indicated that she would include such issues ‘as long as it wouldn’t compromise my job or open me up to criticism’.

Another commented that ‘Development Education would be a side issue that would be addressed if there was time left over’ (student who did not include Development Education on t.p.)

Student teachers believed that ‘job security’, ‘trying to fit into the organisation’, ‘not rocking the boat’ and ‘being viewed as an effective teacher’ were more important to focus on at the start of their teaching careers. Student teachers highlighted that they would not make any concerted effort to include Development Education issues in the future; however, such issues may arise unplanned in some classes.

Issues arising and conclusions

‘Development Education is an approach that can be integrated

This section will briefly outline the main issues arising from the data.

across all subject areas’. However, the current study found that

The authors acknowledge that a more in-depth discussion on these

student teachers believe that Development Education can be more

issues is warranted. Within the context of the current report, four

easily implemented into such subjects as geography but less easily

issues have been selected and are discussed below.

into maths and construction studies. This is mirrored by the work of Gleeson et al. (2007) who suggested that ‘further work is needed

Firstly, solace can be taken in the fact that student teachers are very

if the potential of Development Education is to be realised in areas

positive towards the inclusion of Development Education in Irish

such as mathematics and technology’ (p65).

post-primary education with the majority believing that Development Education has a place on the school curriculum. While this sounds

Thirdly, while the majority of student teachers confirmed their

extremely promising, the reality is that our student teachers face a

intentions to include Development Education issues in the future,

number of barriers, which limit their ability to include such issues in

this was not a priority for them at the start of their teaching

their teaching. It appears that the ‘busyness’ rather than the business

careers. Student teachers indicated that such issues as ‘classroom

of schools takes hold and student teachers are battling against time,

management’, ‘academic performance’, ‘job security’ and ‘wanting

curriculum constraints and attitudes of co-operating teachers.

to be viewed as an effective teacher’ were of higher priority. Student teachers believed, once they had conquered these skills, they could

Furthermore, while some of our pre-service teachers plan to include

then prioritise the inclusion of Development Education. This finding

Development Education in the future, we saw that few of their co-

may appear to suggest that teacher development on such areas may

operating teachers did likewise. Does this mean that our student

work best within an in-service rather than a pre-service context by

teachers will eventually succumb and abide to the system that is

which stage teachers may be more eager to include Development

currently in place and in their own words avoid ‘rocking the boat’?

Education issues. However, the authors are concerned with the

Secondly, while a number of student teachers saw a direct link

perception held by student teachers of Development Education as

between Development Education and their relevant subject areas, a

something that can begin once they have settled into their teaching

number continue to view Development Education as subject specific.

roles rather than been implicit from the start. Furthermore, student

Such a view is contested by Irish Aid/NCCA (2007) who argue that

teachers appear to perceive Development Education as being

53

an add-on topic rather than being implicit within the values they

References

portray in their classroom or through their approaches to teaching

Department of Education and Science (DES). 1995. Charting our education future - White Paper on

and learning. This is reflected in the fact that few student teachers made reference to the implicitness of Development Education in

education. Dublin: Department of Education and Science.

Gleeson, J., P. King, S. O’Driscoll and R. Tormey. 2007. Development Education in Irish post-

their response but rather focused on the relevancy (or irrelevancy)

primary schools: knowledge, attitudes and activism. Shannon Curriculum Development Centre,

of their subject to Development Education. Perhaps such views are

Curriculum Evaluation and Policy Research Unit, University of Limerick and Irish Aid.

a consequence of presenting Development Education to student teachers through the medium of active learning methodologies and might suggest the need for alterations to the current approach.

Irish Aid/NCCA (undated). A study of the opportunities for Development Education at senior cycle.

Dublin: NCCA/Irish Aid. Trant, A. 1998. Giving the Curriculum Back to Teachers, in Trant, Ó Donnabháin et al. (eds) The Future of the Curriculum. Dublin: CDU.

Fourthly, a number of student teachers in the current study highlighted their own lack of knowledge and experience as a considerable barrier in including Development Education in their teaching. Obviously, if teachers feel insecure in their own expertise they will be less inclined to include such issues. Furthermore, ‘it is reasonable to assume that teachers who lack confidence in their knowledge of development issues or in the use of active learning approaches are more likely to rely on textbooks’ (Gleeson et al.

2007, 65). If our student teachers are expected to be more than just subject specialists they require greater education and development on suitable approaches to adopt. They must be adequately prepared, either through initial teacher education programmes or adequate provision of in-service. This calls on higher institutions but more especially teacher education colleges to step up to the plate. In order for Development Education to reach the masses of post-primary education, teachers must be adequately prepared to address it.

54

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Assessing the Role of Prior Experiences in Development on the Attitudes of Student Teachers Authors

Research Workplan

Dr Micheál L Collins, Trinity College Dublin Mella Cusack, CDVEC Curriculum Development Unit

This research project is ongoing. Initial outcomes from the project will be available in late May 2008. The following is our research workplan:

Purpose

Sept/Oct 2007: Oct 2007: Nov-Dec 2007: Feb 2008: Mar-April 2008: Apr 2008: May 2008: July 2008: Summer 08:

An important element in the process of integrating Development Education into teacher education programmes is to establish an understanding of the attitudes of student teachers to development and development issues. Clearly, through participation these attitudes should change, or at least evolve.

The central hypothesis of this research suggests that the nature of these attitudes, and the way in which they change, is likely to differ between those students who have prior experience of development issues and those who do not.

Methods

To test this hypothesis, this study measures students’ attitudes before and after their participation in Development Education courses within the School of Education at Trinity College Dublin. Information will be gathered via a questionnaire, containing both quantitative and qualitative elements.

TCD Development Studies Website:

www.tcd.ie/Economics/DevelopmentStudies

Survey Instrument Development and Pre-test

Design and pilot of baseline questionnaire Distribute questionnaire (to 2 classes) Initial Data collation and analysis Distribute questionnaire (to 1 other class) Ongoing Data collation and analysis Distribute questionnaire (second occasion to all 3 classes) Data collation and analysis Produce discussion paper Further outputs

Graphic Illustration of Methodology

The findings and implications of this research will be of interest to those involved in the ongoing integration of Development Education into teacher education programmes and the school curriculum. They also have implications for those administering overseas placement schemes for student teachers.

• A discussion paper for presentation at a Ubuntu seminar/conference

CDVED Curriculum Development Unit

55

Data Analysis

Publication of Research Results

Expected Research Outputs

• Dissemination of the research and research instrument (questionnaire) among Ubuntu members

www.curriculum.ie

Questionnaire at end of course (to 3 Dev Education classes)

Questionnaire at start of course (to 3 Dev Education classes)

Trinity College Dublin

• An article in a peer-reviewed international academic journal

• Presentation of research papers to relevant conferences and Departmental research seminars • The research and its outcomes will be used to make a contribution to curriculum development including a contribution to the emerging National Strategy for Education for Sustainable Development

For more information on this project, please contact please contact Mella Cusack, CDVEC Curriculum Development Unit Email: mella.cusack@cdu.cdvec.ie

‘Education for Sustainable Development:

Centre of Expertise-Ireland for ESD, the Ubuntu Network and the

Snakes and Ladders or Trivial Pursuit?’1

international Consumer Citizenship Network, the Citizenship Studies Project is involved in the delivery of ESD teacher education at preand in-service levels.

Mella Cusack, Citizenship Studies Project Coordinator, Centre for Local and Global Citizenship, CDVEC Curriculum Development Unit Introduction

Research Aims and Objectives An important element in the process of integrating Education for Sustainable Development into teacher education programmes is to establish an understanding of the attitudes of student teachers to local and global issues. Clearly, through participation these attitudes

Schools are increasingly called upon to tackle the global challenges

should change, or at least evolve. This discussion paper represents

associated with sustainable development. Teachers must therefore

an attempt to establish the ‘initial’ attitudes of student teachers to

be supported to engage with, and develop the expertise to raise and

local and global issues before participation in a module on Education

address, sustainable development issues through the curriculum.

for Sustainable Development. A preliminary effort is also made to

Quality initial teacher education and continuing professional

distinguish between the ‘initial’ attitudes of those with related prior

development programmes must facilitate teachers to use the creative

study and/or work experience and those who do not have such

and innovative approaches necessary to promote transformative

experience.

learning in their own classrooms.

Findings from a baseline questionnaire with 29 (primary) student The ongoing United Nations Decade for Education for Sustainable

teachers participating in a module entitled ‘Education for Sustainable

Development (ESD) serves as an important platform for the

Development’ in the Bachelor of Education (B.Ed) programme run

promotion of active teaching and learning methodologies, and as

by Trinity College Dublin are discussed. This document represents

an impetus for curriculum innovation. As a member of the Regional

a first step in the production of a research paper which will compare

1 This title was suggested by a student teacher during an active methodologies session using a board game based on the eight key themes of the UN Decade for Education for Sustainable Development.

56

‘initial’ and ‘final’ attitudes between both groups of student teachers and will be of interest to those involved in the integration of local

and global issues into teacher education programmes and the school curriculum. Findings will also have implications for those

eleven (n=11; 37.9%) went to Froebel; while the remaining two (n=2; 6.9%) attended the Church of Ireland College.

administering overseas placement schemes for student teachers.

Academic Context The degree of Bachelor in Education (B.Ed) is a professional degree, which provides for the academic and professional requirements

Of the 29 who completed the questionnaire three (n=3; 10.3%) were male and the remaining 26 (n=26; 89.7%) were female. 27 (n=27; 93.1%) were aged between 20 and 24 years of age; the remaining two (n=2; 6.9%) were aged between 25 and 29. All 29 respondents considered themselves Irish although one was born in England.

of primary school teachers. It is taught jointly by the School of Education in Trinity College Dublin and three associated Colleges of Education – the Church of Ireland College of Education, Rathmines; the Froebel College of Education, Sion Hill, Blackrock; and Colaiste Mhuire, Marino. An ordinary degree of B.Ed. is awarded at the end of three years. Suitably qualified students may then register for a further

Participants were asked to select the most important reason for doing the ‘Education for Sustainable Development’ module. All but one respondent completed this question. The results are given below in Table 10.

year of study at the conclusion of which participants are awarded an

Table 10 - Most important reason for choosing ESD module

honours degree.

Personal interest was ranked as the most significant motivation REASON

Profile of B.Ed (primary) students Trinity’s School of Education offered the 40-hour ‘Education for Sustainable Development’ module as part of the fourth year B.Ed programme for the first time in the 2007/08 academic session. The

Personal Interest Allocated onto the module Relevance to particular area of the primary curriculum Other Career progression Total

FREQUENCY

PERCENT

11 6 5 4 2 28

37.9 20.7 17.2 13.8 6.9 96.6

ESD module is held on Wednesday evenings from 5-7pm. 29 student teachers attended the first evening and participated in the baseline

(n=11; 37.9%), while a sizeable minority (n=6; 20.7%) indicated

questionnaire which is the subject of this discussion paper. Over half (n=16; 55.2%) of the respondents attended Colaiste Mhuire (Marino);

that the module was not their first choice. The four (n=4; 13.8%)

57

individuals who ticked the ‘other’ option presented a variety of

reasons for doing the ESD module, for example:

completed elective modules in Development Education, intercultural

“ “ “

education or human rights education while others considered I’m teaching in an Educate Together school and I feel it will benefit me. Culture in Ireland is changing so I think it is a beneficial course.2 Completed the ‘World in the Classroom’ Human Rights elective in college.

that these issues were covered in lectures dealing with primary curriculum areas, such as Social, Personal and Health Education (SPHE) or Social, Environmental and Scientific Education (SESE – encompassing the subjects of History, Geography and Science). Two (n=2; 6.9%) respondents specifically mentioned participation in the Development and Intercultural Education (DICE) Project.3 Ten (n=10; 34.5%) participants indicated that they have previously

Travelling. Only lecture at 5pm.

worked in a developing country. Most of these (n=6; 20.7%) had spent time in Kenya while the remaining four respondents had worked in different countries (Malaysian Borneo and Tanzania;

The ‘other’ reasons therefore range from the module being suited to

Uganda; and, Zimbabwe). All of these individuals worked either as

particular school context to attendance based on practical, logistical

volunteer teachers or teaching assistants but one respondent also

considerations.

spent time on a community project building houses.

Previous experience of local and global education/issues Ten (n=10; 34.5%) student teachers stated that they had neither relevant study experiences nor had they prior work experience in a ‘developing’ country. 15 (n=15; 51.7%) respondents felt that they had covered issues related to Development Education/studies, environmental education or sustainable development either as part of, or in addition to, their (ordinary) primary degree. Some had 2 Educate Together Schools guarantee children and parents of all faiths and none equal respect in the operation and governing of education. For more information see www.educatetogether.ie

58

Participant understanding of the terms ‘Education for Sustainable Development’ In an effort to ascertain the degree to which respondents share an understanding of the term ‘Education for Sustainable Development’ students were presented with a list of sixty-one words/phrases scattered randomly on a page and asked to circle those related to 3 The DICE Project has as a central objective to support the inclusion of Development Education and intercultural education perspectives as essential elements of initial primary teacher education. For more information see www.diceproject.org

ESD. All the words/phrases listed were sourced from documentation relating to the UN Decade for ESD. The words ‘Sustainability’ and ‘Education’ were ticked by 26 (n=26; 89.7%) and 22 (n=22; 75.9%) respondents respectively, indicating perhaps a degree of common sense rather than understanding.

Taking these two terms out of the equation the words/phrases which respondents most closely related to ESD were ‘Environment’ (n=25; 86.2%), ‘Conservation’ (n=21; 72.4%), ‘Energy’ (n=20; 69%), and ‘Responsibility’ (n=19; 65.5%). ‘Indigenous Peoples’ and ‘Spirituality’ were the words/phrases least related to ESD. The majority therefore placed the emphasis on the environmental aspect of ESD, rather than on the social, economic, or cultural elements.

In a subsequent open-ended question respondents were asked to explain what they understood by the term ‘Education for Sustainable Development’ and what they thought it aimed to do.

Three individuals did not answer this question and a further three stated that they did not know or were unsure; four of these were amongst the ten respondents who stated that they had no previous study or work experience related to local and global issues. This is particularly interesting in light of the fact that of this group of ten students three indicated that the Education for Sustainable Development module was not a preferred choice.

The focus for many was again on the environmental aspect of ESD, with comments including the following:

“

as energy usage, pollution, forestry etc with the aim of raising awareness about such issues to generate an understanding of their importance and a willingness to make changes in daily life.

There was also a noticeable emphasis on issues relating to the ‘developing’ world and on the role of education in these countries.

Examples of the seven respondents who made these types of comments are given below:

“ “ “ “

[ESD] aims to show how to… develop long lasting results in developing countries.

[ESD is about]… creating a proper education system in poorer countries.

The sort of long-term solutions can be put in place to make positive changes in education especially in the Third World.

This is helping Third [World] countries develop their education.

Of these seven respondents six stated that they had previously studied Development Education/studies, environmental education or Education for Sustainable Development; three of these had worked as volunteer teachers in developing countries. It is worth noting that none of these make any mention of the importance of ESD at a local level.

59

Education for Sustainable Development [looks at] issues such

Out of all the responses there was only one reference to ‘overconsumption and consumerism’ but a further five talked about the need to make ‘informed decisions’, ‘changes in daily life’, recognise how ‘actions can impact’, or how ESD was ‘education dealing with the ability and need to move with changing times – survival!’

The concept of intergenerational responsibility was touched upon by a number of participants but these concentrated on the idea that the role of ESD was to ensure maintenance of current lifestyle patterns, for example: Working to preserve the resources that we have so that future generations can live in the same way/to the same standard we do.

Discussion Initial analysis of the data from the baseline questionnaire has given

• Initial findings indicate that ‘Education for Sustainable Development’ is an ambiguous, and not always familiar, term which is open to a wide variety of understandings. On the one hand this leads to misconceptions and on the other hand it allows people with a variety of experiences to make interpretations suited to their individual context.

• The emphasis placed on the environmental aspect of Sustainable Development is possibly related to the current media focus on climate change and ‘global warming’. The module will attempt to provide a more balanced focus, with equal emphasis on the societal, economic and environmental aspects of sustainable development and due attention to the underlying cultural aspect. It is envisaged that the students themselves will particularly value the sessions dealing with cultural diversity since there is a growing awareness amongst educational professionals of the need to have sufficient and relevant teaching/learning strategies for the increasingly culturally diverse Irish classrooms.

rise to a number of interesting points for consideration both while delivering the ESD module and when designing the ‘final’ questionnaire: • A small number of the participants who have no previous relevant study or work experience did not choose to attend the ESD module. These individuals may prove difficult to motivate and it may be that attendance will have little or no effect on their attitudes to local and global issues.

60

• Some of the student teachers who have worked in developing countries seem to emphasise the ‘global’ in their understanding of ESD. Throughout the delivery of the module the link between the local and the global will be stressed and the ‘final’ questionnaire should determine whether these individuals have moved to considering the application of ESD in their own local context.

In the baseline questionnaire students were asked to indicate their three main sources of information on local and global issues from a given list. In order of importance the main sources are as follows: (1) Television; (2) Newspaper; (3) Internet; (4) Radio; (5) Discussion at home; (6) Discussion amongst friends; and (7) University. It is envisaged that a similar question will be posed in the ‘final’ questionnaire and it is hoped that participation in the Education for Sustainable Development module will increase the importance placed on University as a source of information.

Conclusion When asked why they wanted to be primary teachers the majority of the students mentioned the value that they place on education, their love of working with children and young people and a desire to facilitate the next generation in reaching their full potential. Teachers are significant cultural multipliers who are influential in forming attitudes and values. Michael Fullan wrote that ‘educational change depends on what teachers do and think’.4 Developing teachers’ skills in promoting the skills, values and attitudes implicit in Education for Sustainable Development is an investment in a future, a means of resourcing the educational system to deal with contemporary and controversial issues.

4

61

Fullan, M. (1991) The New Meaning of Educational Change, London, Continuum.

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Interrogating Inclusivity: ‘That’s just their culture’ Authors

Research Finding - “Undergraduate pre-service teachers at University of Limerick confirmed that changes in society, mirrored in Irish schools impact on their attitudes and values” (Moles, Purdy, Browne and Duffy, 2007)

Joanne Moles &Laura Purdy, University of Limerick Catherine Brown & Jean Duffy, University of Limerick

Background Research ‘Other’ (Sax 1998; Said 1978)

Purpose To examine attitudes to inclusion among pre-service teacher education students (PE students) This project was part of an ongoing intervention in conjunction with the Ubuntu Network and will be continued in future years Full paper is available for download at: www.aishe.org/events/20062007/conf2007/proceedings/pape r-06.doc

Context

Schools:

Teacher’s attitudes “Increasing numbers of pupils born outside Ireland are attending Irish schools” (Leavy, 2005) •

Research Question…which attitudes and values underpin the teacher’s pedagogical approach to a multi-cultural classroom?

The term ‘other’ is used to understand the processes by which societies and groups exclude ‘others’ who they want to subordinate or who do not ‘fit’ into ‘their’ society

?

Society:

Contemporary Ireland “The arrival in Ireland in recent years of immigrants and refugees from nonWestern societies in greater numbers than ever before has stimulated a renewed awareness of and interest in studying minorities, both old and new, in Irish society” (Tovey and Share, 2000: 303) •

[Focus Groups conducted]

Research Question…what previous experience and values inform the teacher’s understanding of the pupils in his/her classroom?

[Focus Groups conducted]

Inclusion (Lingard, Hayesintervention & Mills, 2003) Proposed

Current research will inform intervention…

Productive Pedagogy includes four dimensions: “intellectual quality”, “connectedness”, “social support” and “recognition of difference”. These dimensions capture the critical elements of quality teaching, in terms of intellectual quality and social justice outcomes for all students. Here, research (e.g. QSRLS, 2001) suggests that Productive Pedagogy has the potential to create a strong relationship to both academic and social outcomes for students in schools.

62

For more information on this project, please contact Joanne Moles and Laura Purdy, Department of Physical Education and Sport Sciences, University of Limerick Tel: 061 202 803, Email: joanne.moles@ul.ie, laura.purdy@ul.ie

Final Year Physical Education Student Teachers’ Views on Inclusion

In contemporary Ireland (2007, where the first phase of this research is set) increasing numbers of pupils born outside Ireland are attending Irish schools (see for example Census reports from the Central Statistics Office, 2007, and Leavy 2005). The contemporary

Joanne Moles and Laura Purdy with Catherine

Irish classroom is increasingly a place where cultures mix. Irish

Browne, Jean Duffy and Allan Mulrooney, Department

teachers increasingly have to examine their practices with regard to

of Physical Education and Sport Sciences, University

inclusion of minorities. Teachers more often have to consider which

of Limerick

attitudes and values underpin their pedagogical approaches to a multi-cultural classroom. Framing such approaches are issues of ‘otherness’ demonstrated in discourses of sameness (to Irish) and/

Introduction

or difference (non-Irish) and the frames are informed by attitudes and values which are often ingrained. With racism rooted in discourses

This research examines attitudes of inclusion among a final (fourth)

which define those from minority ethnic groups as ‘other’ (Devine

year cohort of Physical Education student teachers. Previous studies,

2005), we must be concerned that immigrants to Ireland are not

in Ireland and elsewhere, (Waldron 2007; Leavy 2005; Devine 2003;

viewed as operating outside of the ‘norm’. Currently, ‘normal’ in

Zeichner and Gore 1990) have indicated that attitudes which students

Ireland is being redefined for a generation of schoolchildren whose

bring to their initial teacher education programme are difficult to

school experience is different from that of their older brothers and

shift. In an Ireland which is rapidly becoming multi-cultural, this gives

sisters and from their teachers. Teachers, like everyone else, acquire

cause for concern. Leavy (2005, 94) indicates that:

attitudes and values through the processes of socialisation.

The homogeneity that once represented Irish society will soon be

We decided to investigate beliefs and perceptions among fourth year

represented only in the annals of history. The influx of people of

Physical Education student teachers. Students’ values with regard to

diverse nationalities, together with the increasing presence of children

teaching Physical Education were assessed using a Value Orientation

with physical and intellectual disabilities, and children coming from

Inventory (VOI) (Ennis and Chen 1993). As teacher educators we

a range of non-traditional backgrounds will make our classrooms

are concerned with final year Physical Education student teachers’

increasingly diverse over time.

63

attitudes to people who they perceive as being ‘other’. Our inquiries

curriculum decision making’ (Ennis and Hooper 1988, 279). For the

converge in a concern for whether these students will begin their

purpose of this study we used a shortened version of the survey

teaching careers with a commitment to inclusionary practice.

(Jewett, Bain and Ennis 1995, 38) as a way of providing a snapshot

This inquiry was in part a response to students’ comments about

of the values and beliefs of the student teacher cohort. The VOI

differences in race and ethnicity.

identifies five value orientations which indicate students’ preferred value position with regard to teaching Physical Education. These

Methodology All year 4 Physical Education student teachers (n=76) were invited to participate in the study. The students were between the ages of 21-23 with the exception of five who were more than 24 years old.

All were Caucasian Irish nationals who had attended post-primary schools in Ireland. Ireland has only recently attracted significant

positions are defined as Discipline Mastery; Learning Process; Self Actualisation; Ecological Integration; and Social Responsibility, and these are outlined in Table 11 below.

Table 11 - Value Orientation Inventory VALUE

DESCRIPTION

numbers of immigrants and it is unlikely that these student teachers

Disciplinary mastery Disciplinary mastery advocates encourage students to master information from the body of knowledge.

would have had much contact with non-Irish people during their

Learning process

Learning process orientation advocates focus on teaching students how to learn independently.

Self-actualisation

Self-actualisation is based on the work of Maslow. Students use knowledge of fundamental movement, sport, or fitness concepts to develop a personal plan that is consistent with their own needs and interests.

Ecological

The ecological integration orientation is based originally on the work of Dewey. Advocates seek a balanced curriculum focusing on subject matter mastery, sensitivity to students’ concerns, and the role of society in shaping cultural expectations.

own schooling. Their university year-group is homogeneously white Irish. Various writers have identified how the traditional nature of Irish education ensures that those students who come to university are schooled in certain behaviours and controlled by shared sets of values (eg. Tovey and Share 2003; Lynch and Lodge, 2000; Sugrue 1998).

Students were invited to complete the Value Orientation Inventory (VOI), developed by Ennis and Chen (1988). The purpose of the questionnaire was to establish a reliable method of assessing teachers’ values in order to ‘better understand and facilitate 64

Social Social value orientation can be conceptualised within several reconstruction/social ideological perspectives, including social reconstruction and social responsibility responsibility. Social reconstruction advocates place the curricular focus on reforming the school and society. Students are encouraged to become aware of inequities and to develop strategies to reform the school and society.

56 students, male (n=18) and female (n=38), completed the inventory.

students are concerned with ‘individuality, rationality and self-

As the purpose of the study was to uncover deeper meanings behind

interest’ which Walker and Nixon (2004, 72) claim ‘has captured the

these values, students were asked to participate in focus groups

political agendas of Western countries.’

(meeting twice) which would pursue issues relevant to teaching. 19 students volunteered and two focus groups were randomly selected (Group 1, n=12 and Group 2, n=7). The focus groups were conducted by an experienced researcher who was familiar with the Physical Education student teachers. The focus groups were digitally recorded and field notes were taken. Focus group results were transcribed and amended so that names would not be revealed.

Findings using the VOI The most subscribed category among the students tested is self actualisation which reflects a belief in a child-centred curriculum and in fostering personal growth, independence and individuality (Ennis and Chen 1993, 440).

Figure 4 - Value Orientation Inventory Results

Analysis 12

We examined our data in a way consistent with a critical interpretive

VOI RESULTS

10

analysis. ‘A central purpose of critical approaches is bringing to consciousness the ability to criticise what is taken for granted

8

about everyday life’ (Zeichner and Gore 1997, 5). The diverse data which we acquired allowed us to position responses from the focus

6

DISCIPLINARY MASTERY

groups alongside students’ attitudes identified from the VOI. The

LEARNING PROCESS

4

data sets were examined to ascertain if there were relationships

SELF ACTUALISATION 2

between students’ values – as identified on the VOI - and their

ECOLOGICAL INTEGRATION SOCIAL RESPONSIBILITY

attitudes to inclusion of ‘others’ in their classrooms. By interweaving

65

IB IL I

TY

ON AT I

ON

AL

RE SP O

NS

GR TE

SO CI

IN GI CA L

EC OL O

SE L

FA CT U

AL

PR G IN

IS AT I

OC

TE AS LE AR N

NA RY LI SC IP DI

in deconstructing attitudes and values to establish whether these

M

the complexity of the questions we were asking by interrogating different perspectives in different contexts. Here we are interested

ES

RY

data from different sources we felt that we were acknowledging

S

0

Figure 4 indicates that self actualisation scored highest among the

identified and related to the research question. Such categories

cohort with a mean of 11.75. Self actualisation was closely followed

included: appreciation of culture; inclusion in the classroom; positive

by the learning process orientation at 9.71. The third highest score

statements regarding non-Irish; and negative statements regarding

was ecological integration (8.50). Student teachers indicated the least

non-Irish. Finally, aided by the earlier tentative analytical notes, the

affiliation with the disciplinary mastery orientation, scoring at 6.77.

transcripts were re-read to acquire a detailed interpretation of the data (Rubin and Rubin 1995).

The Focus Groups Analysis of the transcripts required systematic and rigorous organisation, from which prominent themes were mined in line with the study’s aims (Maykut and Morehouse 1994). In this respect, the data was firstly examined using a variation of grounded theory (Glaser and Strauss 1967) as developed by Rubin and Rubin (1995). This involved three progressive levels of analysis, namely preliminary, fine-grained and final. In the preliminary analysis, data was examined for concepts, themes and areas of further exploration (Rubin and Rubin 1995). Consequently, following each focus group, the transcripts and/or related notes and journal entries were carefully read to determine common features as well as identifying meaningful pieces of information. This procedure involved dividing the text into ‘meaning units’ or small portions of data containing a single idea relating to the topic in question (Tesch 1990) including attitudes towards Travellers, and towards non-Irish people. The content of the meaning units was then subject to a fine-grained search for commonalities and uniqueness, and organised into categories (ibid). ‘Core’ categories which described the key concepts were 66

Preliminary trends from analysis of the focus groups identified a clear sense of ‘self’ and ‘other’ among the students. Students’ positive views of teaching were apparently compromised by attitudes towards difference which were not always consistent with values identified by the VOI. Significantly, feelings of inclusion were most positive when the students had direct contact with people who represented ‘the other’. These findings have implications for teacher education, as the ability to accommodate different cultures within a classroom is evidently facilitated by personal experience of interaction between people from different backgrounds.

Building on the work described above, we wished to continue to discuss and pursue with Physical Education student teachers issues relevant to inclusion of minority groups in education, specifically ethnic minorities. Once again in 2008, all final year PE students (n=74) were invited to participate in a parallel study.

Conclusion This work is premised on the notion that Physical Education student

Concerned about the students’ negative reactions to the ‘other’,

teachers enter the classroom with previously constructed ideas,

we propose an intervention which will draw upon the tenets of

knowledge and beliefs. We are interested in understanding what

Productive Pedagogy (Lingard et al. 2003). Productive Pedagogy

these ideas, knowledge and beliefs are in relation to diversity. The

provides a useful and well-structured approach to identifying good

purpose of this paper was to explore final year Physical Education

teaching. We knew at various levels that a policy of inclusion was

student teachers’ attitudes to people who they perceive as being

necessary to teach in contemporary Ireland and we were aware

‘other’. Through the exploration of the students’ perceptions we

of how difficult it is for students to empathise with ‘others’ whose

could better understand their attitudes towards inclusionary practice.

cultures, traditions and life-styles may be quite different from their own. We wanted to place students’ experiences in a theoretical frame

The data suggests that although the students considered themselves

within which we could analyse their attitudes to inclusion. Attitudes

to be altruistic, contradictions existed below the surface. Here, it

identified within the VOI provided a snapshot of how students

appeared that the less knowledge or exposure participants had of

perceive their teaching as having value. We think the Productive

the ‘other’, the more they drew upon stereotypes to interpret the

Pedagogy frame will enable us to define our goals for students’

‘unknown’. Conversely, students with direct exposure to the ‘other’

teaching. Further research will help to identify ways in which

were empathetic. Students were able to parallel experiences of

inclusive practice can be made more easily accessed by teachers.

immigrants with relatives who, in the past, had emigrated from Ireland

Leaving such an important social factor to chance is clearly a risky

in search of a better life. Interestingly, the students were aware of

strategy.

how to overcome their uncertainty of the ‘other’. Suggestions such as spending time with children of non-Irish cultures and learning a few phrases in ‘other’ languages would assist in creating an environment in which differences were appreciated. Socialising with people from other cultures is a way of making the unfamiliar more familiar.

67

References Devine, D. 2005. Welcome to the Celtic Tiger? Teacher responses to immigration and increasing ethnic diversity in Irish schools. International Studies in Sociology of Education 15 (1), 49-70.

Ennis, C., and A. Chen. 1993. Domain specifications and content representativeness of the revised value orientation inventory. Research Quarterly for Exercise and Sport 64 (4), 436-446.

Ennis, C., and L.M. Hooper. 1988. Development of an instrument for assessing educational value orientations. Journal of Curriculum Studies 20 (3), 277-280.

Glaser, B.G., and A.L. Strauss. 1967. The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine.

Jowett, A.E., L.L. Bain, and C.D. Ennis. 1995. The curriculum process in physical education.

Wisconsin: Brown and Benchmark.

Leavy, A. 2005. ‘When I meet them I talk to them’: the challenges of diversity for pre-service teacher education. Irish Educational Studies 24 (2-3), 159-177.

Lingard, R., D. Hayes, and M. Mills. 2003. Teachers and productive pedagogies: contextualising, conceptualising, and utilising. Pedagogy, Culture and Society 11 (3).

Lynch, D., and A. Lodge. 2002. Equality and power in schools. London: Routledge.

Maykut, P., and R. Morehouse. 1994. Beginning qualitative research: a philosophic and practical guide. London: Falmer Press.

68

Rubin, H.J., and I.S. Rubin. 1995. Qualitative interviewing: the art of hearing data. London: Sage Publications.

Sugrue, C. 1998. ‘Confronting student teachers’ lay theories and culturally embedded archetypes of teaching: implications for professional development’ in C. Sugrue (ed.) Teaching, curriculum and educational research, 118-141. Dublin: St. Patrick’s College.

Tesch, R. 1990. Qualitative research: analysis types and software tools. New York: The Falmer Press.

Tovey, H., and P. Share. 2003. A sociology of Ireland (2nd ed.). Dublin: Gill and Macmillan.

Walker, M., and J. Nixon, J. 2004. Reclaiming universities from a runaway world. London: Open University Press.

Zeichner, K., and J. Gore. 1990. ‘Teacher socialisation’ in W.R. Houston (ed.) Handbook of research on teacher education. New York: Macmillan.

Zeichner, K.M., and K. Hoeft. 1997. ‘Teacher socialisation for cultural diversity’ in W.R. Houston (ed.)

Handbook of research on teacher education (2nd ed.). New York: Macmillan.

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Exploring Teacher Education Students’ Views & Experiences in the Context of Increasing Student Diversity in Post-primary Education Authors

Elaine Keane, Education Department, National University of Ireland, Galway http://www.nuigalway.ie/education/

Methods 1. Questionnaire – PGDE 2007/’08 • •

Purpose

This action research project aims to explore student teachers’ views and experiences in the context of increasing student diversity in post-primary education by engaging a small group in active discussion about, inter alia, identity, equality, inequality, diversity, interculturalism, and social justice, links between theory/research and their developing pre-professional practice and experiences.

Rationale

Research has found that teacher education student populations are homogeneous in nature, being predominantly of the majority social and ethnic groups, and have little to no experience of diversity; and this is particularly the case in Ireland (c.f. Leavy, 2005; Devine, 2005). Many teacher education students have not previously considered questions of equity, equality, and diversity to any significant extent. In this context, responding to the reality of modern-day classrooms (particularly in designated disadvantaged schools and in schools with increasing numbers of minority ethnic students) is a challenge for which many, if not most, teachers are ill-prepared.

Completed by 203 of 236 student teachers Exploring background characteristics (e.g. age, experience teaching, first language, ethnicity, route to higher education, disability, ethnicity, d ti t )

2. Diversity Seminar Group (DSG) formed • •

10 PGDEs volunteered to join DSG DSG to meet 7 times over the academic year, for 1.5 hours each time, to explore and discuss key themes.

• DSG sessions were video-recorded to facilitate transcription. The group collaboratively designed the i ’ f i d d id d ( ) h h 3. Self-evaluation of Participation in DSG •

Participants will reflect and comment upon their developing thinking re. diversity in the particular context of having participated in the DSG

A useful and powerful starting point for examining diversity issues in educational contexts has been found to involve student teachers reflecting upon their own identity in terms of social class and ethnicity (Santoro & Allard, 2005; Allard & Santoro, 2006) and upon their views and experiences as developing professionals.

[PGDE – Post Graduate Diploma in Education]

69

Diversity Seminar Group (DSG) Themes Session I

Introduction & Design of DSG sessions (October, 2007)

Session II

Participants’ Educational Autobiographies (October, 2007)

Session III

Working Class Educational Experiences (November, 2007)

Session IV

White Privilege & Racial Stereotyping (November, 2007)

Session V

Questions of Identity (January, 2008)

Session VI

Segregation in & Privatisation of Irish Education (February, 2008)

Session VII

Teaching for Diversity & Social Justice: Philosophy & Classroom Strategies (March, 2008)

Outcomes to Date 1. Questionnaire results available (basic demographics, full PGDE cohort) 2. 6 of the 7 DSG seminars conducted.

Final session to be held March 6th, 2008 3. Transcription on all sessions being conducted 4. Analysis & report Autumn 2008 5. Potential publications tracing the development of participants’ ideas Some DSG Participants February, 2008

…& Future Plans

1. Review of process and potential development of DSG as core part of PGDE with future cohorts 2. More formal collaboration with teacher educators in other institutions Some DSG Participants, February 2008

For more information on this project, please contact Elaine Keane, Education Department, National University of Ireland, Galway Tel: 091 493 032, Email: elaine.keane@nuigalway.ie

Section Two: Reorientation of Teacher Education

Sustainable Development into teaching content or methodology. The approach advocated by UNESCO (2005) is known as the strengths model, where each and every subject can make global concerns more explicit within their syllabi. These changes do not need to be radical overhauls of programmes. By adopting action research methodology,

Introduction

educationalists can identify and select small-scale changes which can be applied to their practices in order to reorientate education.

Changes to education are necessary to counteract the paradox that greater education leads to greater ecological impacts and perpetuates

Definitions of action research include the following:

global inequalities (UNESCO 2005). Freire’s work underlines the fact that there is no such thing as a neutral education process and shows that education is either an instrument which is used to integrate the younger generation into the logic of the present system and bring about conformity to it, or education can become the ‘practice of

• Action research involves the addition of a small-scale intervention in the functioning of the real world and a close examining of the effects of such an intervention (Cohen and Manion 2008)

freedom’ where people learn to deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire 1972). Thus the phrase reorientation of education towards the social, economic and environmental concerns inherent in sustainability became a key phrase in advocating the necessary changes and adaptations that education and education systems required for a sustainable future and to meet the needs of the 21st century.

Changes to address global concerns of development and sustainability are essential, yet the overloaded curriculum is a commonly stated reason for not integrating Development Education and Education for 70

• Action research increases understanding of how change in one’s actions or practices can mutually benefit a community of practitioners (McNiff 2002) • Action research is a participatory, democratic process… [which] seeks to bring together action and reflection, theory and practice, in participation with others, in pursuit of practical solutions to issues of pressing concern to people... and to the flourishing of individual persons and communities (Reason and Bradbury 2001)

Action research is often described as following a cycle of planning,

References

implementation, evaluation and reflection, illustrated in the image below.

Cohen, L., and H. Manion. 2008. Research methods in education, 6th edition. London and New York:

THE ACTION RESEARCH SPIRAL

Routledge.

Freire, P. 1970. Pedagogy of the oppressed. New York: Seabury Press.

McNiff, J. 2002. Action research for professional development. Accessed November 12 2008.

PLAN

Downloaded from http://www.jeanmcniff.com/booklet1.html

CYCLE 2

DELIVER

Development Education at senior cycle. Dublin: Irish Aid, National Council for Curriculum and

EVALUATE

REVIEW

National Council for Curriculum and Assessment and A. Honan. 2006. A study of opportunities for

Assessment.

Reason, P., and H. Bradbury (eds). 2001. Handbook of action research: participative inquiry and

PLAN

practice. Sage: Thousand Oaks.

CYCLE 1 REVIEW

DELIVER

EVALUATE

UNESCO. 2005. Guidelines and recommendation to reorient teacher education to address sustainability. Accessed November 12 2008. Downloaded from http://unesdoc.unesco.org/ images/0014/001433/143370E.pdf

Source: Deirdre Hogan, Ubuntu Network, 2008

The research projects presented below are based on subject specific instances or case studies of integration and change, demonstrating the opportunities and potential for change within subject and syllabi boundaries. They build on previous research entitled A Study of the Opportunities for Development Education at Senior Cycle (NCCA and Irish Aid 2006) to address areas of content in specific subject areas and holistic approaches across institutions.

During 2006-2008, seven research projects on the integration of Development Education (DE) into specific subjects and curriculum modules were implemented.

The projects are: • Developing critical thinking in large group lectures - Roland Tormey and Deirdre Henchy, University of Limerick

• Integration of minority groups in Irish post-primary schools through Development Education – an action research approach – Tracy Galvin and Jim Glesson, University of Limerick

• Development Education and the English Classroom - Mags Liddy, Ubuntu Network and Carmel Hinchion, University of Limerick

• Promoting critical awareness of global and social justice across the Curriculum: Education, Theology and the Humanities – Gareth Byrne, Elaine McDonald, Barrie McEntee, Will Murphy,

• Integrating Development Education/Education for Sustainable

Ethna Regan and PJ Sexton, Mater Dei Institute

Development into the teaching of Home Economics with a particular focus on ethical and ecological consumerism -

• Integrating Development Education/Education for Sustainable

Amanda McCloat and Helen Maguire, St. Angela’s College,

Development into Art and Design – Kieran Meagher and Maria

Sligo

Finucane, School of Art and Design, Limerick Institute of Technology

• Facilitating student teachers to identify, assess and evaluate how Development Education (and Education for Sustainable Development) issues and concepts can be practically implemented into the Art and Design syllabus - Tony Murphy and Fiona King, National College of Art and Design

72

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Participatory Process and Justice Oriented Thinking in Large Group Lectures

Authors

Results

The evaluations of the intervention were largely positive. o The questionnaire found that 51% of students felt the activities helped them to engage with the course material (twice as many as those who did not), o 55% said that the use of interactive activities in lectures helped to develop their thinking skills (almost three times the number that did not).

Roland Tormey, University Limerick Deirdre Henchy, St. Caimin’s Comprehensive School, Shannon

Purpose

Drawing on Freireian ideas, Development Education (DE) seeks to engage learners in an active way with concepts and information, rather than to have them “lectured into sleepy silence” (Shor 1993, p 25). Yet, when we found ourselves lecturing to a class of up to 300 student teachers on the philosophy of education, we found ourselves lecturing, and we found them sitting in sleepy silence. We began to re-imagine what a lecture might look like were the DE concepts of critical and creative thinking to be taken seriously.

At the same time, it was clear that there were a considerable number of students who were unsure about how to evaluate the programme: questions about students’ overall learning had the highest rate of “don’t know” responses (39.3% and 42.8%).

Shor, I. (1993) Education is politics: Paulo Freire’s critical pedagogy, in: McLaren, P. & Leonard, P. (Eds) Paulo Freire, A Critical Encounter, pp. 25-35. (London, Routledge)

Paulo Freire

Methodology

This ambiguity was further explored in the focus groups, which highlighted that there were a considerable number of students who were unsure as to how they learned or about what it meant to learn and how ‘learning’ related to critical thinking.

We used an action research methodology, with two cycles of action and data collection.

Cycle 1 Review of ‘lecturing’ situation drawing on… o informal conversations with students and colleagues, o review of the literature, o process of values clarification.

Cycle 2 Review

Planning and delivery of an alternative to the traditional lecture series, using video, and in-class discussion.

Evaluation of the lecture series through a student questionnaire.

Cycle 2

Plan Deliver

Two of the project lectures were delivered in the traditional style and two lectures in the new format – this facilitated students in making a comparison between the traditional and the new format.

Evaluate

Plan

Cycle 1 Review

Review of the lecture series (informed by questionnaire results from Cycle 1).

Deliver

Evaluation of the lecture series using, non-participant observation during lectures and student focus groups.

“It’s kind of a Catch 22 situation cause it’s the boring type lecture is what we learn most in. The traditional gets boring – after 15 minutes you want to get out but you are still learning more” “I think I remembered more [in the non-traditional lecture] anyway because of different experiences.

But I don’t know how it will transfer when it comes to exams. I have the notes to refer to from the traditional [lecture] but I can’t really remember the lecture”

- Comments from student focus groups

Evaluate

The Action Research Spiral

73

For more information on this project, please contact Roland Tormey, Department of Education and Professional Studies, University of Limerick Tel: 061 203 526, Email: roland.tormey@ul.ie

Developing critical thinking in Large Group Lectures

required to perform to an assembled mass numbering in the hundreds.

As Laurillard points out, such large group lectures persist in part because of tradition and in part because they are convenient and, on

Roland Tormey and Deirdre Henchy, University of Limerick Introduction

the surface of it, appear to give ‘good value’ to institutions of further and higher education due to the high student-to-teacher ratio (2002, 94).

Lectures are not simply environments within which the ‘teacher’ offers (an often implicit) learning strategy to students, they are also

The development of critical thinking is an important element of

a space in which hundreds of students are actively engaging their

Development Education (Tormey 2003), one that is referenced in most

own learning strategies. As such, this focus on the ‘ideal’ learning

definitions of the term. Traditionally development educators sought

environment for students may not take into account students’ own

to develop learners’ critical thinking skills through engaging them in

strategies for engaging in learning in lectures. King (1992) has, for

active and participatory learning techniques, in the Freirean tradition.

example, identified that the amount that students retain from lectures

This, however, poses particular problems for those who work in

is associated with the type of note-taking and learning strategies

higher education where large group lectures are often the norm. This

they employ, with those who generated questions (and answers) for

project sought to explore how higher education teachers could work

themselves in lectures retaining significantly more than those who

to develop students’ critical thinking in the context of large group

wrote summaries and those who wrote notes. Ramsden (1991) and

lectures.

Trigwell et al. (1999) also explore the learning strategies that students bring to learning in lectures, and note, interestingly, that the students

The lecture remains fundamental to the operation of higher education institutions in many countries today. While some of us are fortunate enough to work with small groups of students, many of us remain 74

appeared to vary their learning style depending on the way in which ‘knowledge’ was conceptualised and made operational by the lecturer.

Although instructive, many of these studies are quantitative, and are based on the use of author’s pre-constructed theoretical categories

of learning strategies, rather than on accounts of learning that emerge

We found that our educational values were not being realised in our

from qualitative accounts of student’s own understandings. While

educational practice in our lectures and, as such, we began to search

some are qualitative they are more often based on data from lecturers

for alternative practices that were more in keeping with our values.

than from students. So, as Nunn (1996) pointed out a decade ago,

Rather than continuing to ‘perform’ in front of a class of two hundred

there still appears to be few qualitative studies of students in higher

and forty, we developed an alternative model of lecture in which a

education contexts and many of those that exist are drawn on quite

short ‘lecture’ component was pre-recorded on video, thereby freeing

small private colleges. Some also appear to be based on relatively

the lecturer from the need to perform to the assembled masses and

small class sizes and, as such, may be limited in terms of what they

enabling him or her to be more present with the students. The video,

can tell us about what is actually going on for students in large group

which was never more than twenty minutes long in total, also enabled

lecturing. We are left, then, with a need to better understand how

us to maximise stimulus variation through the use of actors’ voices,

students in large group lectures understand the lecture as a learning

images and appropriate excerpts from popular movies. At appropriate

environment and how such an understanding might influence our

moments during the video, the tape was stopped and the two lecturers

lecturing practice.

facilitated the students to work in small groups on activities designed to re-enforce the concepts from the ‘lecture/video’ and to enable

Methodology Action research has been defined by McNiff as ‘a practical way of

students to begin to critically reflect on these concepts. Student responses to this were analysed using both quantitative and qualitative data.

looking at your practice in order to check whether it is as you feel it should be’ (McNiff with Whitehead 2002, 15). McNiff et al. identify that action research can often emerge from the realisation that we

Findings

are not living our values in practice in our professional lives (1996,

The quantitative data shows that, in general, students found the

38 and 129; McNiff with Whitehead 2002) and, in a way, this project

approach used to be more challenging and more supportive of critical

emerged from just such a clash between our values and our practices.

thinking, when compared to traditional lecturing approaches.

75

Table 12 - Evaluation of Interactive activities used (figures are percentages, N=170) Strongly Agree

Agree

Don’t Know

Disagree

Strongly Disagree

Engaging in interactive activities in the lectures made my experience of the course more challenging.

5.5

45.1

20

26.9

0.7

Engaging in interactive activities in the lectures made my experience of the course more enjoyable.

2.1

43.4

26.2

26.9

0.7

Engaging in interactive activities in the lectures helped me to engage with the course material.

1.4

Engaging in interactive activities in the lectures significantly helped me to develop an understanding of the course material.

1.4

Engaging in interactive activities in the lectures helped me to develop my thinking skills.

2.1

“

I think it’s not so much taking notes but listening to what he is saying, by really paying attention to what he is saying and maybe taking the notes down later on. However you probably need a period in the lecture where you are not just listening to him talk

the whole time. Besides listening to him talk it might be beneficial to

use the general questions and discussions.

Conclusion 49.7

24.8

22.1

2.1

The lecture is much criticised, and Freire criticised contexts where students were ‘lectured into sleepy silence’ (Shor 1993, 25). We

45.5

23.4

26.2

1.4

sought to develop a way of engaging with students through a lecture to develop their critical thinking skills. In this we were moderately successful. However the qualitative data highlights a need to continue

53.1

24.1

19.3

0

to work with students to understand their own approaches to learning, in order that an awareness of their own determinisms might become

The qualitative data seems to highlight that, as Trigwell et al. (1999)

the mechanism through which they free themselves from those

suggest, the students’ prior dispositions to learning can resurface,

determinisms.

and the students’ response to the lecture series was dependent upon the learning style they brought to bear on the lecture. Two different approaches are evident in these two quotations:

“

76

I think the traditional is better for exams ‘cause with the nontraditional once you go out the door you forget everything. If you go to a traditional lecture you will take down notes and have something to look back at.

References King, A. 1992. Comparison of self-questioning, summarising and notetaking-review as strategies for learning from lectures. American Educational Research Journal 29 (2), 303-323.

Laurillard, D. 2002. Rethinking university teaching, a framework for the effective use of learning technologies, second edition. London: Routledge Falmer.

McNiff, J., P. Lomax, and J. Whitehead. 1996. You and your action research project. London: Routledge Falmer.

McNiff, J. with J. Whitehead. 2002. Action research: principles and practice, second edition. London: Routledge Falmer.

Nunn, C.E. 1996. Discussion in College Classrooms: triangulating observation and survey results.

Journal of Higher Education 67 (3), 243-266.

Ramsden, P. 1992. Learning to teach in higher education. London: Routledge.

Shor, I. 1993. ‘Education is politics: Paulo Freire’s critical pedagogy’ in McLaren, P., and P. Leonard (eds) Paulo Freire, a critical encounter, 25-35. London: Routledge.

Tormey, R. 2003. ‘Critical thinking in Development Education’ in Tormey, R. (ed.) Teaching social justice, development and intercultural education’s context, content and methods. Limerick: CEDR and Ireland Aid. Trigwell, K., M. Prosser, and F. Waterhouse. 1999. Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education 37, 57-70.

77

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Integrating Development Education into the teaching of English Authors Carmel Hinchion, Neill Carmody, University of Limerick 3rd year English Pedagogy students 2007-2008

Purpose The aim of the research is to investigate how DE themes can be integrated into the teaching of English at post primary level The project explores DE issues through literature (Fiction, Drama, Poetry) particularly texts on Leaving Cert syllabus for 2010 The project also uses the concept of visual literacy- film and imagery- to develop understandings of cultural diversity

Syllabus is based on 5 fundamental ideas about language and language development Language, identity and power Language, meaning and values Language as shape Critical literacy Language awareness

English Pedagogy Sample Leaving Cert Texts include: The Poisonwood Bible, Barbara Kingsolver Life of Pi Yann Martel An Area of Darkness VS Naipaul

This research emphasizes the central lens of critical literacy to question, analyse, and evaluate our cultural assumptions, beliefs and values

Results

An exploration of Teaching Development Education in the English Classroom: final year dissertation by Orla Duggan (2007)

Critical Literacy…

Identifying and challenging assumptions in the texts Recognising the centrality of context and culture Imagining and exploring alternatives Developing a reflective scepticism

The term 'language' includes verbal and visual forms of communication

Comparative Studies Comparing text to understand the world through cultural context, relationships, themes or issues, genre etc

Junior Certificate Syllabus

Sample Film as text:

promotes personal, social and cultural literacy

Leaving Certificate Syllabus

promotes comprehending and composing in many genres to enable students to become more powerful in the world

Inside I’m Dancing The Truman Show Cinema Paradiso

Sample Junior Cert texts include:

Fasting, Feasting by Anita Desai is a portrait of an Indian family with stories of arranged marriages and bride murders told within the context of satire on consumerist society

The Purple Hibiscus by Chimamanda Ngozi Adichie

tells the story of fifteen-yearold Kambili, growing up suffering abuse from her father, a religious fanatic. The sadness and violence of her domestic life is echoed in the religious conflict and political change in Nigeria

Across the Barricades, Joan Lingard The Psychic Edge, Patrick Devaney The Cinnamon Tree, Aubrey Flegg Things Fall Apart, Chinua Achebe Roll of Thunder Hear My Cry,

Mildred Taylor

Good things drench each fertile mind and in a feisty, thin-walled London dance hall Sugar cane is growing.

From African Wedding Reception, Eva Okwonga, Winner BBC Radio 4 Young Poetry Competition, 1994

78

For more information on this project, please contact Carmel Hinchion, Department of Education and Professional Studies, University of Limerick Tel: 061 213 317, Email: carmel.hinchion@ul.ie

Development Education and the English Classroom

the aims of Leaving Certificate English clearly promote a global perspective and thereby support and foster the objectives of Development Education. Students encounter material from different

Mags Liddy, Ubuntu Network and Carmel Hinchion,

periods and cultures to develop an understanding of how the language a person uses shapes the way that person views the world

University of Limerick

“

(NCCA 2006, 64) The Government affirms the centrality of the arts within educational policy and provision... such a nurturing of creativity

Within the present English syllabus in Ireland, literacy and critical

assists the young person to become a tolerant, critically aware and

thinking skills are also nurtured and enhanced. Media literacy is a

socially committed citizen who can live with confidence in the world critical and necessary skill, as the world is increasingly experienced

through mediated encounters enhancing the need to read and Department of Education and Science 1995, 27

understand the message delivered. The English curriculum has many opportunities, especially the cultural context of texts which is a core

Introduction

theme at Higher Level and includes sub-themes such as gender, power and influence, and significance of race and class. These

The purpose and aim of this action research project was to explore how Development Education themes can be integrated into the English classroom. English as an arts-based subject can contribute to selfawareness and an enriched worldview. For example, literature can greatly contribute to our understanding of people and their place in the world, and can lead to informed and empowered citizens acting for a just and sustainable world. English can encourage intercultural awareness and appreciation, in valuing difference or developing empathy. In its Study of the Opportunities for Development Education at

themes can be explored through a range of materials, including books,

Senior Cycle, the NCCA state that

process centres on the development of three key literacies or

79

poetry and film.

English Syllabus and Literacy Development Literacy empowers us as people in the world. It helps us to name our world, act in our world, and to critique our world. The Junior Certificate English syllabus aims to ‘nurture the intellectual, imaginative and emotional growth of the learner’ (NCCA, no date given). This

proficiencies across ‘three dynamically interrelated’ domains personal, social and cultural. Personal literacy is the learner linguistic competence and their ability to communicate in English. Social literacy refers to the learner’s ability to participate in a variety of social roles through knowledge of a range of linguistic skills. Cultural literacy refers to the introduction of the learner to a broad range of genre and text, with the intention of developing pleasure and appreciation of the variety of text forms and presentation.

Key skills promoted in the Junior Cert syllabus include reading and interpreting text, identifying the author’s purpose and intention, distinguishing between fact and fiction, and understanding the range of literary and media genres. All of these skills are the basis for future critical literacy work at Senior Cycle level.

Within this, the key skill of critical literacy is promoted. This is where learners understand language as a construct and as ‘embedded in specific cultural assumptions and practices’ (ibid). The ability to read texts and understand the underlying message, bias and power dynamics is a key element in this skill development.

“

Critical literacy enables the reader to resist the ‘persuasiveness’ of a text, perceive from whence it is coming in terms of values and assumptions, enter into dialogue and ultimately assess these values and assumptions Draft Guidelines for Teachers, no date given, p18

Critical thinking also plays a key role in Development Education, where enhancing this skill is seen as a core to the Development Education

The Senior Cycle post-primary English syllabus was introduced in 1999 and first examined in 2001. The syllabus centres on two key elements of language use - comprehending and composing. The syllabus offers a broad interpretation of text, valuing all forms and products of language use, including oral, written, and visual. Within this, language and its use in ‘shaping and ordering experience’ is classified under five headingsThe language of information

The language of narration

The language of argument

The aesthetic use of language

The language of persuasion

80

process. It is necessary to move beyond knowledge acquisition and cognitive structures, towards systemic thinking, which recognises and acknowledges interconnections (United Nations Economic Commission for Europe 2005; Hogan and Tormey 2008).

Development Education

Methodologies that support critical thinking include participation,

Development Education is an educational process that increases

reflection and a questioning approach. These methodologies relate

awareness and understanding of a rapidly changing, interdependent

to the framework of speaking and listening, reading and writing

and unequal world (Irish Aid 2006). Critical thinking is a key skill

which are explicated through the encouragement of active learning

underpinning much Development Education work and is necessary

methodologies in the English syllabus.

in the globalised knowledge society and economy. In addition, participatory and learner-centred active learning methodologies and pedagogy are encouraged. These approaches enhance learners’ capacity and engagement with the local and global.

Summary of the Work The group of participating students were third year PE and English education students. There were seven students in total registered. At an early stage in the semester, a Development Education workshop

Much Development Education pedagogy is inspired by Brazilian

was held with Deirdre Hogan and Mags Liddy, Ubuntu Network.

educationalist Paulo Freire. His writings show a new and creative

During this workshop students had the opportunity to explore images

philosophy of education, highlighting the inadequacies of the ‘banking’

of development, and question these from a social and economic

approach to knowledge acquisition from expert to student.

perspective. Discussion was facilitated on the relevance of DE to

“

English, and the teacher’s role in enhancing global understanding there is no such thing as a neutral educational process... education...

and perspectives. Copies of relevant resources such as 80:20, the

either functions as an instrument... used to facilitate the integration

NCCA Study of the Opportunities for Development Education at Senior

of the younger generation into the logic of the present system and

Cycle, and Irish Aid Development Education: An Introduction were also

bring about conformity to it, or it becomes ‘the practice of

circulated to the student group.

freedom,’ the means by which men and women deal critically and

creatively with reality and discover how to participate in the

Texts that were read during the semester included Purple Hibiscus by

transformation of their world’

Chimamanda Ngozi Adichie which is on the Leaving Cert syllabus for 2010. This book tells the story of fifteen-year-old Kambili, growing up

Freire 1970, 34

suffering abuse from her father, a religious fanatic. The sadness and violence of her domestic life is echoed in the religious conflict and

81

political change in Nigeria. Other relevant Leaving Cert texts included

that 55% of teachers used film or DVDs in class, however just 26%

The Poisonwood Bible, Barbara Kingsolver, Life of Pi, Yann Martel

consider this approach to be effective. This suggests that use of

and An Area of Darkness VS Naipaul. Some relevant Junior Cert texts

film may still be a passive learning experience for the students. This

include Across the Barricades, Joan Lingard; The Cinnamon Tree,

research shows that the potential for film as a pedagogical tool needs

Aubrey Flegg; Things Fall Apart, Chinua Achebe; and Roll of Thunder

to be developed.

Hear My Cry, Mildred Taylor.

In addition the student group explored use of film and drama in the English classroom. The lecturer also attended a ‘Theatre of Oppressed’ workshop, described below.

Exemplar of a Student’s Work - Orla Duggan, Final Year Project 2007 A case study of good practice in using film to teach Development Education through English The film ‘Crash’ was used to teach elements of Development Education and

Film and Imagery

raise awareness of issues such as discriminations in society, in particular racial discrimination, hatred and sexual discrimination. Key scenes from the film were

Film has great potential in developing global understanding and

selected and used to question and challenge the above issues. Worksheets

greater cultural awareness. In recent years, a wide variety of both

were provided to the students to maintain their concentration and focus on

documentaries and fictional work have become available. Some mainstream films have focused on key global issues, such as

certain issues. Afterwards, students reflected on their learning through class discussions. Students then worked co-operatively in groups to complete a review of the film. The completed film reviews showed that the students had learned,

the funding of war through the diamond trade, drugs research in

understood and become more aware of racial hatred and discrimination through

developing countries, migration issues, and the arms trade. Film is

the use of the film. This teaching methodology relates to the Leaving Certificate

also an easily accessible pedagogical tool, as it is relatively cheap to

English Syllabus where the role of the media, film and theatrical experience will

source and most schools have the technology required.

be significant but also it makes students aware of how unfair discrimination is and how it affects people in today’s modern society. The teacher in question wrote in her teaching journal that ‘The students responded extremely well to

However there are concerns over the use of film and other media.

visual stimulation. Definite concentration and interest was present, the film was

Developing skills of media literacy and critical analysis is an essential

a good choice... Good, solid and well-thought-out answers and opinions were

step in use of film and other media. Gleeson et al. (2007, 19-20) found 82

presented. I was happy with today’s lesson and its outcomes’.

Drama

Development Education as a lens for enhancing relevant knowledge,

Drama in education, is essentially concerned with engaging students

skills and attitudes. In this action research project, the student group

in the process of ‘living out imagined experience’ assumptions (Draft

showed great enthusiasm for integrating Development Education and

Guidelines for Teachers of English, page 49, no date given).

this interest was maintained during their teaching practice, as shown in the exemplar of student work. The work is continuing in the current

The lecturer involved in this work, Carmel Hinchion, attended the

academic year to explore Development Education furthering the

‘Theatre of the Oppressed’ workshop hosted by IDEA in May 2008,

English classroom.

which has informed her thinking and approach to the use of drama in Development Education. ‘Theatre of the Oppressed’ was founded

by Augusto and Julian Boal, inspired by Paulo Freire. Essentially it is when the audience can stop the play and suggest new forms of action or suggestions for changes - the concept of the spect-actor, not spectator. It has some similarity to the techniques of hot-seating or freeze-framing often used in drama education. Hot-seating is where the student in the ‘Hotseat’ assumes the role of the character in the play. Other members of the group ask the student questions, which he/she answers in character. Freeze-framing is when the action is stopped momentarily to consider some aspect of the script.

Conclusion English as a subject has great potential for the integration of Development Education. There is a fusion between the two in areas such as critical literacy, understanding the power of language, and ability to read and interpret the world. The English classroom can use 83

References Boal, Augusto. 1992. Games for actors and non-actors. New York: Routledge Press.

Boal, Augusto. 2000. The theatre of the oppressed. London: Pluto Press.

Department of Education and Science. 1995. Charting our education future: White Paper on education. Dublin: Government Stationery Office.

Freire, P. 1970. Pedagogy of the oppressed. New York: Seabury Press.

Freire, P. 1999. Pedagogy of hope. New York: Continuum.

Gleeson, J., P. King, S. O’Driscoll and R. Tormey. 2007. Development Education in Irish post-primary schools: knowledge, attitudes and activism. Shannon Curriculum Development Centre, Curriculum Evaluation and Policy Research Unit, University of Limerick and Irish Aid. Hogan. D., and R. Tormey. 2008. A perspective on the relationship between Development Education and Education for Sustainable Development. Policy and Practice: a Development Education Review 6, 5-17.

Irish Aid. 2006. Irish Aid and Development Education: describing... understanding... challenging‌ Available to download from www.irishaid.gov.ie. Accessed 19 November 2007.

National Council for Curriculum and Assessment and A. Honan. 2006. A study of opportunities for Development Education at senior cycle. Dublin: Irish Aid, National Council for Curriculum and Assessment.

84

National Council for Curriculum and Assessment. No dates given. All documents accessed on October 30 2008.

Leaving Certificate English Syllabus (Ordinary level and Higher level) http://www.curriculumonline.ie/ uploadedfiles/PDF/lc_english_sy.pdf Leaving Certificate English - Guidelines for Teachers http://www.curriculumonline.ie/uploadedfiles/ PDF/lc_english_guide.pdf Junior Certificate English - Guidelines for Teachers http://www.curriculumonline.ie/uploadedfiles/PDF/jc_english_guide.pdf Junior Certificate English- Syllabus http://www.curriculumonline.ie/uploadedfiles/PDF/jc_english_ sy.pdf United Nations Economic Commission for Europe. 2005. UNECE strategy for Education for Sustainable Development. March 17-18 2005. Geneva: United Nations Economic and Social Council.

Integrating Development Education/Education for Sustainable Development into the teaching of Home Economics with a particular focus on ethical and ecological consumerism

Research Aims and Objectives This paper documents baseline findings from a research project funded by the Ubuntu Network and Irish Aid. This project endeavours to reorient Home Economics teacher education in order to address ESD themes. It aims to challenge assumptions, philosophies and

Amanda McCloat and Helen Maguire, St. Angela’s College, Sligo Introduction

frameworks in order to engage in critical discourse of current accepted practice regarding the integration of ESD in teacher education.

Research Context St. Angela’s College, Sligo is the only third level provider of Home

Home Economics is a multi-disciplinary subject composed of three

Economics teacher education in Ireland. The Bachelor of Education

core areas of study: Food Studies; Family Resource Management;

(B.Ed) Home Economics degree is a professional and academic

and Textiles, Fashion and Design. It focuses on the fundamental

programme designed to provide participants with the knowledge, skills

concerns of individuals and families at societal and global level. Home

and attitudes to effectively teach Home Economics and their chosen

Economics develops core knowledge, skills and attitudes through

elective. This research was conducted with first year (B.Ed 1) pre-

active methodologies and engages students in the development of

service teachers, all of whom were female, during the academic term

critical thinking, social responsibility and participatory action. The

2006/2007.

holistic and integrative approach of Home Economics means the subject is ideally placed to incorporate a wide range of sustainable

Research Methodology

development principles. The ability to draw from such disciplinary

Action research was the chosen methodology as it facilitated the initial

diversity is a strength of the Home Economics profession and

examination of professional practice in relation to the teaching of ESD

demonstrates the important role the discipline can play in stewarding

on the B.Ed programme and subsequently provoked change in the

the well-being of future generations.

teaching and learning towards ESD themes. It was essential that

85

ESD was not seen as a separate entity but fully integrated within the

in relation to ethical and ecological consumerism in response to a

teaching of the discipline Home Economics.

number of statements in order to ascertain incoming positions. This data was then analysed using statistical package for social sciences

The initial stage of the research project was reconnaissance which

(SPSS) version 14.0. The results were employed to support the

involved a questionnaire being distributed to pre-service teachers.

development of a cross curricular education intervention in the core

A detailed review of the modules on the B.Ed programme also took

areas: Food Studies; Family Resource Management; and Textiles,

place. As a result of these findings an educational intervention was

Fashion and Design.

developed and implemented. Post intervention the questionnaire was redistributed to pre-service teachers. Additionally, through

Food Studies is a core element of Home Economics and Year 1

an experiential process, students completed written reflections

students undertake two sub modules; ‘Nutrition, Diet and Health’ and

detailing their experiences, attitudes, feelings and comments towards

‘Food Preparation and Culinary Skills’. The Food Studies course is

sustainable issues.

designed to develop an understanding of nutrition and diet as they relate to good health, consumer evaluation of food commodities,

Research Process Initially, in order to ascertain the current level of integration of ESD themes on the B.Ed programme, a systemic and detailed analysis of the B.Ed 1 modules took place. An audit took place of the possible reorientation of the three core areas of Home Economics on the B.Ed 1 programme in order to integrate the themes and goals of sustainable development.

Pre-intervention, a questionnaire was distributed to the B.Ed 1 preservice teachers of the 2006/2007 academic year. Participants were asked to rate their awareness, attitudes and behavioural patterns

86

food constituents and core culinary skills (St. Angela’s College, 2008). Students received lecture input in relation to ethical and ecological food systems and studied the impact of their purchases from a sustainable perspective. Subsequently, students planned and executed an ethical and ecological cookery session using products that were locally sourced, organic where possible and Fair Trade. A tasting session involved a comparative sensory analysis of various Fair Trade and organic products.

Figure 5 - Food Studies

Textiles, Fashion and Design in B.Ed 1 allows students to explore textiles as a renewable resource and introduces the use of textiles in the home and the built environment. It exposed students to ethical and eco-friendly consumerism in relation to textiles and clothing. The module coursework assignment was reoriented to require an emphasis on eco-friendly and ethical consumerism (see samples in Figure 6).

To meet the design brief students employed the use of natural and organic fabrics and dyes and integrated recycled fabrics and notions into their textile products where possible.

Figure 7 - Textiles, Fashion and Design

Figure 6 - Fairtrade and organic products

Family Resource Management (FRM) is a core area of study within the discipline of Home Economics. It acknowledges the relationship between the family system and the environment and is based on the ecological systems perspective. FRM endeavours to facilitate and empower individuals and families to make wise and sustainable choices and decisions which can lead to an improvement in the quality of life.

87

As part of the module students participated in lectures (which incorporated active learning methodologies) on energy conservation, sustainable living, the green home, eco-cleaning agents and energy efficient choice of appliances. A field trip was organised to Rockfield Ecological Estate, Mullingar, which allowed students to experience sustainable living first hand. Students had an organic lunch and partook in craft workshops with sustainable materials such as weaving with natural dyed yarn from the farm.

Figure 8 - Field trip to Rockfield Ecological Estate, Mullingar

88

Figure 9 - Weaving with natural dyed yarn

Post-intervention, the questionnaire was redistributed to the pre-

Figure 11 - A Sustainable Celebration

service teachers in order to establish any development regarding knowledge, attitudes and behavioural patterns of participants.

Through a highly experiential process participants were afforded the opportunity to consider their own values and attitudes towards sustainable issues. A celebratory end of year organic and Fair Trade lunch for project participants took place. Participants were presented with a certificate of participation and students’ work was displayed.

Figure 10 - Samples of students’ work

The intervention involved a range of interdisciplinary and multidisciplinary activities and coursework with a focus on sustainable development issues.

Evidence from this research Awareness in relation to ethical and ecological consumerism was low pre-intervention as evidenced by initial comments from the students.

Participants could identify the value of integrating sustainable development issues, but this was not translated into action.

89

“ “ “ “ “

I hope to become more aware and hopefully help in making a difference by passing it on to future pupils

“

I feel my knowledge is valuable in both my life and in my future teaching’

I would love to know about ethical and eco-friendly consumerism…

Emerging themes from this study demonstrate the benefits of

I would think more about what products I buy… help me to make

reorienting Home Economics teacher education as having a positive

better choices as a consumer

influence on pre-service teachers’ attitudes, awareness and behaviour towards ESD themes.

Findings post-intervention highlighted the benefits of reorienting teacher education. Comments from participants showed an increase in

Undoubtedly education has a profound influence and it is clear from

attitude and behaviour towards sustainable themes:

this research that an examination of the requisite underpinnings and value base of Home Economics programmes is worthwhile

I feel much more informed than before the project... I know more

in supporting a move beyond the technical towards an education

about sustainability, ethical and eco-friendly consumerism, which

that is more interpretive, critical and that really assists students to

will help me make wise choices when shopping

address pressing problems facing families, communities and their environments. This action research project prompted a process

I learned a lot about ethical and eco-friendly consumerism which is

of reflection and action towards the reorientation of programmes

knowledge for life

within the Home Economics Department in St. Angela’s College. It is an exemplar of the change that is possible in higher education

Notably, pre-service teachers have begun to consider the impact of

programmes and demonstrates both the opportunities and challenges

future oriented sustainable consumption. The shift in attitude towards

of reorienting towards participatory, process and solution oriented

sustainable development issues is evident from comments such as:

methodologies. An audit of Year One modules to emphasise an

90

interdisciplinary approach to integrating SD themes was undertaken.

I feel it [the project] was a worthwhile experience. I can implement

Delivery of this programme utilises a constructivist and interdisciplinary

what I have learned in my teaching and influence my students,

approach to teaching and learning. Year Four of the programme

hopefully

was also reoriented to focus on three core themes of sustainability,

globalisation and interculturalism, with some students opting to

References

research these issues further for their undergraduate dissertation. In

Maguire, H., and A. McCloat. 2007. The promotion of ethical and ecological consumerism among

general there is a greater awareness and engagement among all staff

pre-service Home Economics teachers. Proceedings of the 3rd International Institute of Consumer

of SD issues. The Home Economics Department are also involved

Sciences Research Conference in University of Ulster, Jordanstown, Belfast. June 2007 (poster

(in a wider societal context) in informing Irish national policy, for

presentation).

example a submission to inform the National Strategy on Education for Sustainable Development.

Maguire, H., and A. McCloat. 2008. Exploring the possibilities for integration of ESD in Food Studies and TFD modules in Home Economics teacher education. Proceedings of the International Federation of Home Economics. XX1. World Congress, Lucerne, July 2008 (Oral Presentation).

Conclusion

McCloat, A., and H. Maguire. 2007. The promotion of ethical and ecological consumerism among pre-service Home Economics teachers. Proceedings of the Challenges and Opportunities within

Quality education can be a key agent of change; initiating, promoting and achieving sustainable development. This study demonstrates

Practitioner Research Conference, St. Angela’s College. May 2007 (poster presentation).

McCloat, A., and H. Maguire. 2007. The promotion of ethical and ecological consumerism among

the value of implementing methodologies in teacher education which

pre-service Home Economics teachers. Proceedings of the All Ireland Society for Higher Education

facilitate critical and reflective thinking and which develop students’

(AISHE), NUIM, Maynooth. August 2007 (poster presentation).

moral perspectives. Such curriculum innovations are proven to be a powerful vehicle for the transmission of sustainable development issues and can have a significant effect on the knowledge, skills and attitudes of pre-service teachers. These teachers have in turn an influential role to play in forming attitudes and values which are at the core of Education for Sustainable Development in future generations.

McCloat, A., and H. Maguire. 2008. ‘Reorienting Home Economics teacher education to address Education for Sustainable Development’ in Global Sustainable Development: a challenge for consumer citizens. IFHE, July 2008 (e-Book).

McCloat, A., and H. Maguire. 2008. Reorienting Home Economics teacher education to address Education for Sustainable Development. Proceedings of National Academy for Integration of Research, Teaching and Learning, (NAIRTL) 2nd Annual conference. November 2008 (Oral Presentation).

McCloat, A., and H. Maguire. 2009. Effective curriculum development with a focus on the integration of ESD. Trinity College Green Week CAPSL Seminar. Trinity College, Dublin, January 2009.

Tormey, R., M. Liddy, A. McCloat, and H. Maguire. 2008. Working in the Action Research Nexus for ESD. International Journal of Sustainability in Higher Education. June 2008.

91

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Facilitating student teachers to identify, assess and evaluate how Development Education (and ESD) issues and concepts can be practically implemented into the Art Craft and Design Syllabus Authors

Coordinator: Tony Murphy Tutor: Fiona King

Faculty of Education, National College of Art & Design

Results

Student teachers created a body of collaborative work and one resolved piece per group (see examples below), utilizing a multi media approach to visually explore issues and concepts relating to environmental sustainability and similarity and difference

Workshop facilitated collaborative active learning methodology sessions, project work and partnership with LSAD (Limerick School of Art and Design) that enriched the education process in the spirit of Ubuntu

Purpose

The project provided a unique opportunity to facilitate student teachers to identify, assess and evaluate how issues and concepts related to 2 themes – ‘environmental sustainability’, and ‘similarity and difference’ - can be embedded in the Art Craft and Design syllabus

Methods

Gathering information and knowledge: • Active learning methodology sessions to develop knowledge, skills, attitudes and values in relation to the themes - environmental sustainability, and similarity and difference Creative and imaginative thinking: • Expand, evolve and connect ideas through visual multi-media approach utilizing drawing, print, photography, video installation and construction

Identity - Fusion of influences or Loss of self

Student teachers recorded and evaluated the effectiveness of embedding DE and ESD issues and concepts within a classroom context through group discussion, analysis and reflection of visual process

Student teachers sourced creative and relevant support studies to engage, captivate and motivate an innovative visual approach to themes and encourage a collaborative group dynamic

Ongoing Plans for the Research • • • •

Collaborative visual resolve of creative process: • Synthesis of visual research and process through collaborative resolved piece of artwork

92

Place of Worship

Student teachers explored ways to employ visual arts in the classroom, school and beyond to heighten awareness and effect attitudes to indifference in relation to themes

• Continual assessment, evaluation and reflection of project through group discussion and collaborative partners LSAD (Limerick School of Art and Design)

Embedding experience: classroom context: • Devise structure of and implement DE and ESD projects in relation to environmental sustainability and similarity and difference within student teachers classroom practice

Intergenerational justice – Our environmental legacy

Exhibition of Work Expansion and exploration of themes in further workshop initiatives Implement DE and ESD schemes of work in classroom practice Explore possible global collaboration

Collaborative Engagement with LSAD using Skype

For more information on this project, please contact Tony Murphy (Tel: 01 6364 305) or Fiona King (Tel: 087 4110 600), Faculty of Education, National College of Art & Design, Email: murphyt@ncad.ie; fiona.l.king@gmail.com

Facilitating student teachers to identify, assess and evaluate how Development Education (and Education for Sustainable Development) issues and concepts can be practically implemented into the Art and Design syllabus

The Role of Artist As artists, they were facilitated and directed towards the creation of a body of work that reflected an imaginative and creative response to issues pertaining to two Ubuntu themes: 1. Environmental Sustainability

Tony Murphy and Fiona King, NCAD Faculty of Education

2. Similarity and Difference.

The twenty one students were organised into groups of three. To Project Description

document the investigative process that they applied to research their chosen themes, the groups created collaborative notebooks. The

The overall aim of the workshop was to assess, evaluate, and reflect

notebooks depicted the visual narrative they explored while assessing

on how best to embed Development Education and Education for

and evaluating their chosen themes. A reflective and comprehensive

Sustainable Development (ESD) issues and concepts into the Art Craft

body of visual stimuli and pertinent resources, which influenced and

and Design syllabus at post-primary level.

underpinned the direction of the work, were compiled to consolidate

Post-graduate diploma students committed to a week-long

the record.

intervention, during which time they investigated and explored

As each group comprised of artists from different disciplines, it

the opportunities, possibilities and challenges of integrating this

provided an opportunity to benefit from each others skills and

unique educational process into their own professional practice. The

capabilities. This facilitated a group response and visual commentary

experience and knowledge gained during the week would transfer

specific to their chosen theme. The resulting work was executed

at a later stage into aspects of their classroom practice. The cohort

through a multi disciplinary approach, a sharing of expertise and

of post-graduate diploma students approached this project from 3

talents, utilising drawing, printmaking, photography, photomontage,

perspectives, that of artist, educator and activist. Three very distinctive

digital media and construction.

yet intrinsically linked roles.

93

The visual research culminated in the creation of a resolved piece

The Role of Educator

reflective of the group’s exploration and interpretation of the theme.

As educators the student teachers engaged, throughout the week-long

In many cases the resolved piece, a creative and imaginative art

intervention, in active learning methodology sessions. Information,

work in its own right, also functioned as a surface on which to project

resources, and images were gathered and compiled to inform the

pertinent digital images and text. This allowed for a multi layered and

direction their work would take. These resources would translate as

deeper analysis of the themes.

support studies and visual aids for integrating Development Education and ESD issues and concepts into classroom practice. The learning

The Role of Activist As activists, student teachers engaged from a personal, moral and ethical standpoint. Each group approached different aspects of the themes of Environmental Sustainability and Similarity and Difference, reflective of their own experience and engagement with those issues.

The art work produced mirrored these values. Prior to the workshop, PowerPoint presentations and interactive discussion forums were facilitated by Deirdre Hogan and Mags Liddy of the Ubuntu network.

These informed and provided student teachers with a solid knowledge base in relation to Development Education and ESD. A week-long digital media module facilitated by Tony Murphy equipped the

was experiential and participative. Direction and tuition was given in relation to applying printmaking techniques and digital imagery to enhance the process of visual investigation.

In the spirit of Ubuntu, tutors and post-graduate students collaborated with their counterparts in Limerick School of Art Craft and Design, linking with our fellow participants through a video conferencing system (Skype). This resulted in a daily think tank, where the direction and progression of the participants’ work was discussed. Team work and the sharing of ideas, skills, opinions and experiences were fundamental to the overall learning experience of the workshop.

students with technical proficiency and creative skills to compile a

Continuous dialogue, assessment and evaluation of the process was

series of images related to the proposed workshop themes. These

encouraged and facilitated in order to promote awareness and foster

interventions allowed for reflective time, prior to the implementation

values and attitudes inherent to the Development Education ethos.

of the workshop, to assess, analyse and evaluate their own concerns,

Student teachers were mindful that it was of the utmost importance

opinions, ideas and experiences in relation to the two themes.

that the methodology and certain elements of the visual process they applied would translate into a classroom context.

94

The final stage was a synthesis of knowledge and expertise, gained over the week-long intervention, to devise, structure and implement schemes of work into their classroom practise

“

We need artists of every discipline to use their skills to cast light on our failure of perception and bring the uncertain future alive in our imagination

Mark Edwards, Hard Rain

Aims and Outcomes In conjunction with the aims of the Ubuntu Network, the outcomes of this project are to facilitate student teachers to identify, assess and evaluate how Development Education and Education for Sustainable Development issues and concepts can be practically implemented in the Art, Craft and Design syllabus.

• To critically examine DE and ESD themes and issues in a local, national and global context.

• To identify and examine the role of visual arts, past and present, in addressing DE and ESD themes.

• To explore ways to employ visuals arts in the classroom, school and beyond, to heighten awareness and affect attitudes of indifference in today’s society.

95

• To promote collaborative active learning methodologies that will enrich the educational process in the spirit of Ubuntu.

• To examine, evaluate and implement innovative pedagogies in order to engage in visual investigation exploring DE and ESD themes through the use of digital media.

• To extend art educators knowledge, experience and proficiency in the use of multi-media technology as a tool to enhance professional practice and curricular development.

• To promote collaborative opportunities and encourage cross curricular engagements that will enrich the education process in the spirit of Ubuntu.

• To devise, structure and implement a series of innovative Art Craft and Design schemes exploring and investigating DE and ESD issues and concepts.

• To monitor, record and evaluate the effectiveness of embedding DE and ESD in the Art, Craft and Design curriculum.

Themes Environmental Sustainability Changing landscape – unintentional consequences

impact of purchasing decisions in a national and global context, fair trade products.

Similarity and Difference

Climate instability - global warming, reliance on fossil fuels, extinction of natural habitats, creation of environmental refugees; individual,

Identity - merging cultures, fusion of influences or loss of self?

group, corporate, social and environmental responsibility.

Who am I? The perception of others vs. the inner self. The awareness of ‘self’ in a contemporary Irish context, our culture, beliefs, rituals,

Intergenerational justice – our environmental legacy

traditions and opinions that define us. Embracing difference,

Environmental ethics - social, economic and environmental policies,

minority groups, discrimination. A sense of belonging vs. isolation,

meeting the needs of future generations, economic development vs.

disenfranchised communities.

compromised environment; good vs. bad governance.

Alternative methods of construction and energy, maintaining bio diversity, protecting our natural resources.

Chain of consumerism - insatiable society.

Want does not necessitate the need, propaganda of consumerism,

Structure of work plan Day 1: Gathering of Information and Knowledge - planning, reasoning, and drawing • Presentation: Ubuntu Network - Deirdre Hogan

advertising.

• Introduction and discussion of themes

New religion – A place of worship - The high street.

• Brainstorming - idea generation, discussion, assessment and evaluation of issues relating to themes

The hidden costs of consumerism - exploitation of vulnerable workers, debt bondage/bonded labour, child labour, ethical consumerism, 96

• Collaboration – structure into groups of three, each participant within the group to investigate an area of the theme from another perspective, sharing resources, ideas, opinions and skills.

• Application of visual process - Introduction to brief, multi-media approach.

• Virtual discussion forum - collaborative partners

Outcomes • Devise methods of idea generation through a brainstorming session; identify how the verbal connects to the visual image in relation to themes.

• Source creative and relevant support studies to engage, captivate and motivate; be innovative in choice of artist and visual stimuli in response to themes.

• Create a series of drawings, ensuring sensitivity and awareness in the visual exploration of themes through a multi-media approach.

Day 2 and 3: Creative and imaginative thinking: ideas to expand, evolve and connect.

• Introduce the medium of photography and printmaking as 97

another visual component in your investigation.

• Experimental media-based workshop - manipulation of image to resolve into a photomontage.

• Source, explore and manipulate text combined with images • Apply a variety of printmaking techniques: mono, contact and relief - to allow for creative and imaginative interpretation and investigation of theme.

• Virtual discussion forum; collaborative partners

Outcomes • Explore and utilise a variety of different media through technical instruction and direction.

• Create a photomontage by exploring themes through a mixed media approach.

• Interpret and respond creatively to visual research of themes through printmaking • Demonstrate a range of printmaking techniques • Apply printmaking process to explore texture and pattern related to subject matter.

Day 4: Visual Resolve of Creative Process - Synthesis of visual

Photographers: Sebastiao Salgado, Peter Beard.

research and process.

Artists: Diana Cooper, Tara Donovan, Anthony Goldsworthy, Phoebe Washburn, Louise Burgoise, David Hockney, Kathy Kollwitz,

• In collaboration with a partner, informed by the research and process you have been involved in, produce a resolved piece.

Allow your discipline of fine art or design to dictate your resolved piece.

Websites: www.hardrainproject.com www.globaldimension.org.uk www.globalnet.org.uk

Day 5: Embedding experience – Classroom context • Participants’ presentations.

• Group review, discussion, analysis, and reflection of process.

Outcomes • Devise structure and implement DE and ESD projects within the Art Craft and Design Syllabus

Relevant Artists and Visual Stimuli that informed the work Hard Rain - Our headlong collision with nature. Mark Edwards, Lloyd Timberlake.

In Focus – National Geographic Greatest portraits. Life Magazine 98

www.ubuntu.ie

The following pages include examples of the students’ work prepared in response to the themes. Photographs of the art work created are included along with their description of the process.

Environmental Sustainability: A visual map documenting the plight of the environmental refugees. Layered images of humanity Similarity and Difference: the exploration of contrasting rituals. The

displaced, escaping chaos. Identity and culture compromised by

group visually explored the similarity and difference of two customs:

displacement. Reflecting on the future of intergenerational justice, is

the soulless insatiability of consumerism in contrast with the spiritual

this the legacy we leave behind? Issues were also raised in a national

and holistic experience of faith. Architecturally there were many

context, exploring the sense of displacement people experience in

comparisons and this was documented through video footage which

contemporary cities when moving there from a rural background.

was projected onto twelve white envelopes. The envelopes were symbolic of the petitions that are given by a congregation to the various saints. Contained within the envelopes were images and text relating to issues of consumerism and faith.

John Busher, Gillian Kelly, Teresa Collins 99

Charlotte Murray, Lisa Sherry, Aoife Donohue

Similarity and Difference: A corset, tied, pierced and surrounded with wire, with images of our ideal of beauty projected onto its surface.

Text and image merge to create a visual commentary on the obsessive culture that exists and empty preoccupation with our western ideal of beauty, fed to us by glossy superficial magazines. A sinister dark shadow created by the corset is a metaphor for our loss of identity and struggle to value the inner self.

Helen Weir, Sheila Rennick, Amy Dwyer

100

Similarity and Difference: A double-sided book exploring disability and blindness, accompanied by digital film of the students experiencing a journey blindfolded through an urban environment.

The group assessed attitudes of indifference and lack of empathy surrounding disability and sensory deprivation; tactile on one side and visual on the other. The group merging of traditional and contemporary art practices is evident through use of performance, audio and reflective visual documentation.

Sarah Gibbons, Ciaran Byrne, Karen Harmon

101

Environmental Sustainability: Exploring the chaos theory and how the flutter of millions of butterfly wings can create a tornado. The group used this as a metaphor of how what we do on a national level can have a global significance. A cocoon was created combining a reflective use of materials to symbolise emotive interpretation of theme and represent each participant’s style and approach to their work.

Sarah Dunne, Michelle Mahoney, Aoife Lawlor

102

Environmental Sustainability: Images of a plane in flight, and an empty escalator in a constant loop, projected over fine art prints of

Environmental Sustainability: An animated piece created by the

flight paths allowed for a visual commentary on our insistent need

group to engage with the theme of recycling and issues surrounding

to travel. A culture created solely due to increased economic and

the excesses of human consumption and resulting waste. Creative

consumerist demands, regardless of the resulting environmental

and humorous stop animation film with imaginative visual commentary

impact. The pertinent digital media approach was accompanied with

on the issues surrounding our inability to dispose of our waste in a

a performance, as spectators were lined up prior to entering the

responsible way and the ensuing crisis that this will create.

exhibition and given boarding passes to an unconfirmed destination,

allowing for strong audience participation and engagement with the

Dermot Finn, Meave Ward, Anne O Shea

issue.

Paula Henihan, Jean Mann, Johanna Daly 103

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Integration of Minority Groups in Irish Post-Primary schools An action research approach Authors • •

Methodology

Tracy Galvin, University of Limerick Jim Gleeson, University of Limerick

Purpose To investigate ways in which Irish post primary schools can successfully integrate minority groups.

To design relevant interventions that supports the integration of minority groups and evaluates their effectiveness.

To compare the current attitudes and behaviour of members of minority groups (in relation to education) with Irish pupils attitudes.

To address prejudice and racism in the Irish education context.

Methodological Approaches Surveys + Observations + Focus groups Active learning Approaches Using Development Education Themes Photovoice Create and share photographs as a means of personal development.

Narrative Pupils speak about photos taken (no misunderstanding) creating personal biographies, voice own experience of their lives.

104

Active learning methodologies will be used to introduce Development Education themes to integrate minority groups. The interventions are aimed to promote positive attitudes toward education, equality and diversity to all involved. Subsequently research will be conducted to assess if the interventions are successful.

Initial Research Plan

Action Research Methodology

Questionnaires (16 pupils) Focus Group (6 pupils) “To determine attitudes toward education, PE & sustainable development”

Revisions arising due to Research Findings

Adventure Activities & reflective activities (6x1 hour workshops)

“We are getting more coloured people than we are foreign people” ” “They talk weird, like the Polish”

“You don’t see us going over there”

Focus Group Quotes

“Every time I look around it’s either a Polish or colored person behind me” ” “Why can’t they not just stay in their own country?”

Questionnaires & Observations (50 pupils, 2 schools) Focus Groups (x4 groups) To determine attitudes and behaviours of minority groups toward education & integration Active Learning Interventions Pupils & Parents (4x1 hour workshops including Photovoice & Narrative)

Expected Intervention Outcomes Acceptance of Multiculturalism Reduced Inequalities Reduced Racism Integration of pupils into post primary Acceptance of Diversity

“They are taking our jobs like””

For more information on this project, please contact Tracy Galvin, Department of Education and Professional Studies, University of Limerick Tel: 061 213 460, Email: tracy.galvin@ul.ie

The Integration of Minority Groups in Irish Post-Primary Education through Adventure Education

Office 2007; Leavy 2005). Schools are rapidly becoming multi-cultural with an increasing influx of children of diverse linguistic and cultural backgrounds, challenging the school systems and introducing issues that many are ill-equipped to address (Rutler and Jones 1998). As

Tracy Galvin and Jim Gleeson, Department of Education and Professional Studies, University of Limerick

a result of these demographic shifts, the children who make up our classrooms have a much wider ethnic composition than has been experienced in the past (Leavy 2005). Students from minority groups appear to take longer to settle into post-primary school than their Irish counterparts and are also more likely to be singled out for bullying

Introduction

(NCCA 2004, 14). Mindful of the human rights of the child, schools must respond to the significant challenges involved in meeting the

The research proposal was a result of racist and unconstructive

educational needs of all children (Fernekes 1999; Schmid 1993 and

comments toward minority groups (ethnic minorities) during a focus

Spafford and Bolloten 1995), whether native or foreign, privileged or

group completed by the researcher with first year post-primary

disenfranchised.

students discussing their community. After discussions with numerous teachers and the principal of the school it was decided that the

The school curriculum and the culture of the school provide the most

NCCA (2006) Guidelines on Intercultural Education were not being

significant means by which children and young people can learn

implemented and that strategies had to be put in place to tackle the

the skills, capacities and responsibilities of active participation and

situation.

citizenship. Schools with an inclusive curriculum which reflects and affirms diversity of cultures, ethnicity and religious backgrounds in

Relevant Literature Until recently Ireland has largely been regarded as a mono-cultural, ‘Catholic and Gaelic’ society (Tovey and Share 2002, 292). In an ever changing multi-cultural Irish society, increasing numbers of students born outside Ireland are attending Irish schools (Central Statistics 105

society will help ensure that children from ethnic minorities feel valued and accepted (INTO 2002, 20). This can help to empower children in the course of everyday life, by offering them choices and helping them to understand the consequences of their decisions and actions, and by fostering a culture of respect for their opinions (NCO 2000).

Despite being primary stakeholders in the educational process,

and taking risks. Adventure Education activities are taught in an

students have largely been excluded from the educational process

experiential way: the pupils initially problem-solve; this is followed by

and are rarely invited to offer suggestions for change. Involving these

discovery on their own; and then through debriefing, they process

children in decision-making is a key goal of the National Children’s

the activity and learn from it. This method is used to increase their

Strategy stating the importance of ‘giving a voice to children in

own responsibility and awareness to encourage group activities and

matters that affect their lives and their views’ (NCO 2000, 29). This

success (PEAI 2007).

reflects the Irish government’s commitment to Article 12 of the United

“

Nation’s Convention on the Rights of the Child that will allow for a better understanding of the students experiences and understanding of integration. In the Irish context a limited conceptualisation of ‘participation’ and ‘student voice’ has been embraced. Students have been asked to critique the current schooling system (Boldt 1994;

Experiential learning provides learners with the opportunity to challenge themselves physically and mentally, work cooperatively as a group to solve problems and overcome risk, and gain respect for, confidence in, and trust in themselves and their peers.

(Siedentop and Tannehill 2001, 151)

Lynch 1999; Devine 2000; and Lynch and Lodge 2002) but rarely invited to become ‘active change agents’ and are less likely to be given the opportunity to be actively engaged in transforming their own educational experiences.

Adventure Education

Methodology Aim To extend and authenticate the students’ role, in a culturally responsive learning environment, through experiential learning in Adventure

Adventure Education involves elements that closely link the

Education (while involving them in the design, implementation and

development of self-reliance, self confidence, personal responsibility,

evaluation processes).

and respect for others as well as the environment (NCCA 2003). It is a philosophy rather than a set of activities. Consistent with the holistic perspective presented in the Junior Cycle Physical Education (PE) curriculum, adventure is about trust, choice, cooperation, self confidence, respect, discovery, problem solving, enjoyment, challenge, 106

Research Objectives • To investigate ways in which Irish post-primary schools can successfully integrate minority groups;

• To conduct relevant interventions in Adventure Education that support the integration of minority groups through reflective and communication practices; • To provide experiential learning opportunities for students in Adventure Education through interventions that enhance positive attitudes, social inclusion, pupil responsibility and personal development.

the otherwise somewhat ‘closed door’ world of the classroom. The findings of this study guided important decisions for the author’s future research practices.

Study Cohort The cohort participants of this study consisted of a class group of 16 students attending an inner city post-primary all-girls secondary school in the Midwest. The first year class group was selected for the

Mixed Methods The study involved a detailed examination of one setting and a particular situation within that setting. The school used in the study was chosen because of its educational disadvantaged status since

following characteristics: • Beginning the first year of Junior Cycle • Ethnic minority (international and Traveller) students in the group

1994. Both qualitative and quantitative techniques were used through action research to include specific interventions through Adventure

• Primarily of working class status.

Education, surveys, and focus groups. The type of research method used was based on the researcher’s own experience and preference; the population being researched; the proposed audience for findings;

Having a connection to the school has proved to be an advantage

and time, money and other resources available (Hathaway 1995).

because questionnaires could easily be distributed and students were

This method of enquiry allowed the author to capture all participants

accessible and more willing to take part (Cohen and Manion 2000,

in their natural everyday environment ie. the Physical Education (PE)

182). Selection of the participant group was based on the voluntary

classroom. Since the study required insight into routine happenings,

co-operation of the class teachers and school principal. The school

eg. attitudes and interactions of the PE classroom, this method

was chosen because of its socio-economic disadvantaged status in

was obviously the optimum strategy for data collection (Cohen and

order to gain data relating to possible variations in pupil attitudes. The

Manion 1980). This means of investigation provided unique access to

participating students were reassured of total confidentiality regarding

107

the location and identity of any person involved. They were informed

you proud of your school? What do you do in the PE class? If you

that all participants would be assigned pseudo-names in order to

could change one thing about your school, what would it be? What

ensure total anonymity.

makes you proud of your community? If you were to change one thing about your community what would it be? What action do you take to

Focus Groups

welcome new students into your class?

Focus groups are based on an understanding that an individual’s attitudes and beliefs do not form in a vacuum, and a belief that people

Questionnaires

need to listen to others’ opinions and understandings so that they can

Surveys were used incorporating closed and open-ended questions

focus on their own (Marshall and Rossman 1995). Morgan’s definition

in relation to attitudes, to enable participating students to gain an

is commonly used to describe focus group discussions as ‘a research

understanding of their experiences, values and opinions in relation to

technique that collects data through group interaction on a topic

schooling, diversity, PE and their communities. The author wanted to

determined by the researcher’ (1997, 6).

probe the participants’ thoughts, values, feelings and perspectives

“

on specific situations. Examples of questions used include: Rate your Focus groups minimise the control the researcher has during the data

attitude to school, Why do you feel this way? Who influences your

gathering process by decreasing the power of the researcher over

attitude? Rate your attitude toward PE, How much have you been

research participants. The collective nature of the group interview

affected by the following emotions toward PE? What does school

empowers the co-researchers and validates their voices and experiences

prepare you for?

(Madriz 2000, 838)

Process

The intention of the focus group was to provide opportunities for

Action Research

the participating students to examine their own backgrounds and

The participants together with the lead researcher actively engaged

become more aware of their influence on others in a close encounter

in the Adventure Education programme as well as the research

experience through Adventure Education. Several issues and common

process. This allowed the pupils to express their different values,

themes began to emerge from the open ended questions: What makes

views and interpretations (Nieuwenhuys 2004, 211). These included,

108

for example, group discussions, problem solving, team challenges and

was developed through a purpose and procedure that incorporated

team building exercises to inform the process. It was envisaged that

reflective practices by all the pupils involved. Adventure was explored

rather than ‘giving student voice’ (as much of the current research has

through a concept-themed approach where content is developed in a

claimed to do) the research conditions in this study would be defined

progressive fashion. Development Education was incorporated into

so as to enable pupils to find and express their own voices through

adventure concepts to increase student awareness, aiding individual

reflection, debriefing and feedback strategies.

accountability, responsibility and an awareness of current issues such as the environment, equality and diversity.

Over a six week period an adventure programme was implemented to develop in all students:

Preliminary Findings The results from the survey and focus groups were consistent with

• Understanding and appreciation of the need for environmental protection; • Awareness of positive group dynamics; • Offer skills and techniques toward leadership qualities (JCPE 2002, 15).

initial conversations with teachers held in the participating school.

Bearing this in mind, the findings reveal three key themes: teachers’ effect on students’ attitude toward school; family and community influences on students; and peer influences on students. The following questions were specific to the focus group and questionnaire presented to the participants.

1. Rate your attitude to school. Why do you feel this way?

While ‘student voice’ was recognised in the context of the reconnaissance phase, a number of intervention methods were

Overall the school was rated either positive or very positive in the

chosen, such as a full value contract (FVC), team challenges and

questionnaire with only one student indicating that the school had a

communication skills within Adventure Education. The activities

negative impact. The majority of respondents included a comment

included some themes under the Junior Cycle Physical Education Adventure goals: getting acquainted; cooperation; building trust; and collaborating, team challenges and problem-solving. Each theme 109

about how teachers and friends made them feel in relation to school.

partaking in the PE class.

“ “ “

“ “ “

I don’t find school interesting... I find it boring

I enjoy school because I want a good education

It’s a fun place to be as I hang out with all my friends

The students felt a closer association with teachers who showed them empathy and respect. Friends were rated second highest in importance in relation to why students enjoyed school, while bullying was rated the highest negative factor in relation to disliking school.

I am not good at PE so maybe other games

To do more fun sports

One student showed the influence of her peers in stating that:

Whatever my friends want to do, I would like to do

3. What makes you proud of your community? What do you least like about your community?

2. Can you suggest anything that would make PE more enjoyable?

The majority of students reside in deprived areas within a three mile The students liked the teacher and commented on the fact that

radius of the school. This question raised a number of interesting

the teacher was fair in the reprimands given during class time.

issues in relation to values and opinions on diversity. The majority of

The majority suggested that new games and activities should be

students were very negative toward ethnic minority groups but not

introduced and for these activities to be taken outdoors. PE was

against Travellers within their communities. The non-national student

mainly associated with field games and not other activities, therefore

was not present in school on the particular day of the focus group,

a number of respondents suggested that they were unhappy about

and so was absent from the group. This seemed to encourage certain

110

“ “ “ “ “ “

comments from the respondents: Getting more coloured people than we are foreign people

nothing here

The data provided a rich source for the author as these initial findings They are even taking jobs like

They talk weird, like the Polish people

These comments showed clear influences from family backgrounds and peers.

111

“

Why did they come over here there is nothing here? There is

Why can’t they not just stay in their own country?

You don’t see us going over there to live

The Government should do something about it before other people can take over

suggest a need for continued analysis of this type of study.

Future Direction The current project aimed to develop increased integration and participation of minority groups through the medium of Adventure Education. Through engaging in action research the author identified the need for further research through the use of innovative pedagogies as a method of improving access and student retention in schools. Successful international developments like the ‘Bill Strickland Model’ have being identified as a key innovation in relation to innovative teaching and learning practices in marginalised communities (Strickland 2007). This model identifies key themes through individualised learning that build environment and creativity in curriculum development through the Arts. The Limerick Regeneration Vision Statement aims to develop flexible curricula that will improve access and retain student participation (Limerick Regeneration Agency 2008). The author’s current research investigates perceptions of teaching and learning through patterns of interaction and engagement of classroom culture through the Arts. This framework will allow for the development of effective and meaningful educational solutions in extremely disadvantaged areas identified in the Fitzgerald report (Fitzgerald 2007). The author hopes to utilise the following methods

of data collection: participant observation; in-depth interviews; focus groups and surveys. This will allow a cross cultural perspective comparison between Limerick and Manchester Bidwell Corporation in Pittsburg, USA.

Lynch, K., and A. Lodge. 2002. Equality and power in schools: redistribution, recognition and representation. London: Routledge Falmer.

Madriz, E. 2000. ‘Focus Groups in Feminist Research’ in Denzin and Lincoln (eds) Handbook of Qualitative Research, 2nd ed. London: Sage, 835-850.

Marshall, C., and G. Rossman. 1995. Designing qualitative research. Thousand Oaks, CA: Sage Publications Inc.

References

Morgan, D.L. 1997. Focus groups as qualitative research, 2nd edition. London: Sage.

Nieuwenhuys, O. 2004. ‘Participatory action research in the majority world’ in S. Fraser, V. Lewis, S.

Boldt, S. 1994. Listening and Learning: a study of the experiences of early school leavers from the inner city of Dublin. Dublin: Marino Institute of Education.

Cohen, L., L. Manion, and K. Morrison. 1980. Research Methods in Education 2nd edition. London: Routledge Falmer.

Cohen, L., L. Manion, and K. Morrison. 2000. Research Methods in Education 5th edition. London: Routledge Falmer.

Department of Health and Children. 2000. The National Children’s Strategy: our children – their lives.

Dublin: The Stationery Office.

Devine, D. 2000. Constructions of childhood in school: power, policy and practice in Irish education.

International Studies in Sociology of Education 10 (1), 23-41.

Fernekes, W. 1999. Human Rights for Children: the unfinished agenda. Social Education 63 (4), 234-240.

Fitzgerald, J. 2007. Report on addressing issues of social exclusion in Moyross and other disadvantaged areas of Limerick City. Report to the Cabinet Committee on Social Inclusion.

Hathaway, R. 1995. Assumptions underlying quantitative and qualitative research: implications for institutional research. Research in higher education, 36 (5), 535-562.

INTO. 2002. Guidelines for schools: valuing difference, combating racism, promoting inclusiveness and equality. Dublin: Irish National Teachers Organisation.

Leavy, A. 2005. When I meet them I talk to them: the challenges of diversity for pre-service teacher education. Educational Studies 24(2), 159-177.

Limerick Regeneration Agency. 2008. Our Community, Our Vision, Our Future: regeneration of Southill and Ballinacurra Weston. Limerick: Limerick Regeneration Agency.

Lynch, K. 1999. Equality in Education. Dublin: Gill and Macmillan.

112

Ding, M. Kellett and S. Robinson (eds.) Doing research with children and young people. London: Sage Publications.

NCCA. 2003. The PE syllabi for Junior Cycle Physical Education (JCPE). Dublin: National Council on Curriculum and Assessment.

NCCA. 2006. Guidelines for schools: intercultural education in the post-primary school, enabling students to respect and celebrate diversity, to promote equality and to challenge unfair discrimination.

Dublin: National Council for Curriculum and Assessment.

National Children’s Office. 2000. The National Children’s Strategy: our children – their lives. Dublin: The Stationery Office.

PEAI. 2007. A handbook of ideas: teaching adventure education. Report by D. Tannehill and M. Dillon.

University of Limerick: Physical Education Association of Ireland.

Rutter, J., and C. Jones. 1998. Refugee education: mapping the field. Trent: Trentham Books.

Schmid, G. 1993. Immigration in Europe: how much ‘other’ is too much? Social Education 57 (4), 181183.

Siedentop, D., and D. Tannehill. 2001. Developing teaching skills in Physical Education. Mountain View, CA: Mayfield Publications.

Spafford, T., and B. Bolloten. 1995. The admission and induction of refugee children into school.

Multicultural Teaching 14(1), 7–10.

Strickland, B. 2007. Make the impossible possible: one man’s crusade to inspire others to dream bigger and achieve the extraordinary. NY: Currency-Doubleday.

Tovey, H. and P. Share. 2002. ociology of Ireland (2nd Ed.). Dublin: Gill and Macmillan.

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Promoting Critical Awareness of Global and Social Justice across the Curriculum: Theology, Education and the Humanities UBUNTU in the Mater Dei Institute

Ongoing Research Postgraduate researchers are engaged in a review of academic and teaching resources in the area of global and social justice

Authors: Gareth Byrne, Elaine McDonald, Barrie McEntee, William Murphy, Ethna Regan, PJ Sexton, Mater Dei Institute

Aims of the project: To explore how DE issues find expression in the academic programmes offered at MDI To develop critical awareness of global and social justice among staff and students

Key Tasks: An interdisciplinary staff survey mapping where themes of global and social justice are currently addressed in MDI modules An annual Global and Social Justice Week in MDI To initiate a series of interdisciplinary seminars for staff and students on relevant themes To encourage ongoing research

Mater Dei student, Fiona Mallon speaking on her experiences of her MDI/Trócaire visit to Kenya

Religion, Ecology and Sustainable Development: e.g. interdisciplinary publication, Andrew G. McGrady and Ethna Regan, ‘Ethics in a Global World: the Earth Charter and religious education’ in British Journal of Religious Education, vol.30 (2008)

Global and Social Justice Weeks Gender and Justice: 12-15 March 2007 We focused on gender and justice with particular emphasis on the female face of HIV and AIDS

SLAVERY:

Events included a keynote address by Michael Kelly SJ, an expert on HIV/AIDS policy in Zambia

Raising Critical Awareness Across Disciplines 2007-2008

Climate Change and the Poor: 4-8 February 2008

Special screening of Amazing Grace Irish Studies/Ubuntu Lecture: Dr. Nini Rodgers, QUB: ‘Ireland: Slavery and Anti-Slavery 1720-1838’

We focused on global warming with particular emphasis on the consequences for the poorest of the poor

Seminar on contemporary slavery

The week coincided with the launch of the Trócaire Lenten/ADMIT campaign on climate change Special lectures, construction of an African hut to represent those at risk due to climate change, fund-raising and practical carbon reduction challenges

African Drummers at Global and Social 113 Justice Week 2008

African hut representing those at risk from climate change

For more information on this project, please contact Ethna Regan, Mater Dei Institute, Clonliffe Road, Dublin 3 Tel: 01 837 6027, Email: ethna.regan@materdei.dcu.ie

Promoting Critical Awareness of Global And Social Justice Across The Curriculum:

Research

Education, Theology And The Humanities

Faculty Audit: What are we teaching about Global and Social Justice

Gareth Byrne, Elaine McDonald, Barrie McEntee, Will Murphy, Ethna Regan and PJ Sexton, Mater Dei Institute

in our courses?

Two years ago, we conducted a faculty audit whereby each member of staff was asked to submit details of any course they teach which touches on areas pertinent to global and social justice. This audit was a very useful exercise as it highlighted the interconnections between courses, pointed to interdisciplinary engagement on these issues and,

Mater Dei Institute, a college of Dublin City University, has a strong

as we had hoped, highlighted areas which were not being adequately

commitment to the teaching of issues of global and social justice

addressed.

across all our undergraduate and postgraduate programmes. While the largest number of our students are those pursuing a four year concurrent teacher education programme which qualifies them to teach Religious Education and either English, History or Music at

Research Project: What academic and teaching resources are available?

second level, we also have undergraduate students pursuing a BA in Religious Studies and Irish Studies. Our taught postgraduate

The faculty audit in the first year was followed, in the second year,

programmes are constituted by a number of MA courses in Religion

by a resource audit i.e. an interdisciplinary survey of academic and

and Education or Religion and Culture. There is a staff Ubuntu

teaching resources in the areas of global and social justice in our

committee made up of people from the Schools of Education,

college library, in order to look at areas of strength and weakness.

Theology and the Humanities and our Coordinator of Chaplaincy

With the help of funding from the Ubuntu Network, two postgraduate

Services.

students were appointed to conduct this audit and to research suitable bibliographical and pedagogical resources in other libraries and relevant organisations. The results of this audit were then presented to the MDI Ubuntu committee and the remaining funding was used to

114

augment resources in the areas of global and social justice that both

Action

the faculty audit and the research project had pointed to as areas

Global and Social Justice Week

of weakness. It is planned to develop this research project into an intranet link whereby the available resources can be accessed on a thematic basis, pointing staff and students to material available for research and teaching purposes. Newly purchased resources can then be added to this database.

This is an annual event in the Mater Dei Institute and is organised by our Coordinator of Chaplaincy Services, Barrie McEntee, usually timed to link with Trócaire’s Lenten Campaign. The theme of the 2008 week, 4–8 February, was ‘Ecology and Care for the Earth’, with specific focus on Trócaire’s campaign ‘The effects of global warming, especially on the poorest people in our world’.

Student Audit: What are our students really learning about global and social justice?

While we have a stated commitment to global and social justice we hope now to examine what undergraduate and postgraduate students consider they have learned about these issues. Towards the end of the academic year, a qualitative survey will be drawn up which those graduating in 2009 will be invited to participate in. The primary focus of the survey will be on the attitudes to justice among students and the integration of the various themes into their programmes.

Notwithstanding the difficulty of ‘measuring’ attitudes it is hoped that this will, at least, indicate what the relationship is between our stated commitment to global and social justice and the impact of that on our students.

115

• On Monday 4 February a ‘Mud Hut’ was constructed in the foyer of the college by some of the students and the chaplain. The ‘Mud Hut’ was to serve as a symbol of those most affected by the increase in temperatures globally and to raise the profile of the Global and Social Justice Week. Lecturers were kind enough to allow some of the Global and Social Justice Week team into their lectures to speak to the students and allow an official launch and presentation of the timetable for the week.

• The second area of global and social justice addressed in the academic year 2007-08 was Slavery and Human Trafficking.

During this week, there was a seminar given by Dr. Nini Rogers of Queen’s University, Belfast on the topic ‘Ireland... Slavery and Anti-slavery 1720-1838’. Part of the MDI Irish Studies Seminars, this seminar showed the cross curricular nature of the Global and Social Justice Week. This event also marked the First Annual Irish Studies/Ubuntu Seminar. Dr Rodgers, whose

book on this subject was published by Palgrave in 2007, gave

conservation, correct use of land and deforestation.

a fascinating talk which prompted a lively discussion. The event was attended by staff, students and visitors to the College.

• On Thursday we welcomed one of Trócaire’s education officers

It was an important contribution to the efforts of the Ubuntu

to the college and the fourth year B.Rel Ed students were given

Committee to raise awareness of the issues of slavery and

a presentation highlighting the Global Warming topic. Trócaire

human trafficking within the College, ensuring that those who

set up a stand in the college where students could ask questions

attended were better equipped to discuss these issues within a

and learn more about how they could help. The canteen served

historical context.

only Irish products to stress the need to reduce the air miles that some food has to travel. We focused on turning off lights

• Tuesday 5 February was a day to encourage everyone in the

and appliances that weren’t in use, and water conservation.

Institute to refrain from using electrical appliances between the

Members of the MDI Margaret Hassan Social Awareness group

hours of 5-7pm in order to reduce the draw on the national grid

demonstrated how classroom art could be created from recycled

at this ‘Rush hour’ time. There was also a chance for students

household waste.

and staff to sign up to the Trócaire ADMIT campaign, inviting people to contact local public representatives to highlight the dangers of global warming.

• Wednesday’s emphasis was on students and staff choosing eco-

during break times to again highlight the theme of the week.

• Friday saw the Third Years being introduced to the topic ‘God

friendly methods of getting to and from college. It was also Ash

and the Earth: Theological Perspectives on Ecology’ by Dr. Ethna

Wednesday and in addition to some staff and students receiving

Regan which brought to a close the 2008 Global and Social

ashes as a sign of the beginning of Lent, students were asked

Justice Week.

to make a commitment to at least one eco-friendly initiative for the month or even longer. Five MDI students, who were going to Zambia during the summer to help teach children affected

by HIV/AIDS, sought support for their trip and highlighted the need for education for the local people in the areas of water 116

• African drummers were invited to play in the foyer of the college

Figure 12 - African drummers in the foyer of the Mater Dei Institute during 2008 Global and Social Justice Week

Figure 14 - School visit Zambia 2008 by MDI students

a r e a r e

Figure 13 - A traditional style home built in the foyer of MDI, February 2008

117

Q u i c k T i m e ™ d e c o m p n e e d e d Q u i c k T i m e ™ d e c o m p n e e d e d

a n d r e s s o r t o s e e a n d r e s s o r t o s e e

a a

t h i s

p i c t u r e .

t h i s

p i c t u r e .

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Integrating Development Education/Education for Sustainable Development into Art and Design

Authors

Kieran Meagher, Maria Finucane, Paul Gardiner

Art and Design Teacher Education, Limerick School of Art and Design, Limerick Institute of Technology

Purpose To provide a creative environment for teacher educators and student teachers to work together to enhance knowledge (e.g. factual information, problem-solving methodologies, research, critical understanding) and resources (e.g. media, personnel, toolkits and materials, packs etc.) required to integrate DE/ESD into teaching art, craft and design To engage in an action research process where interventions are monitored, evaluated and reported To enhance awareness of diverse socio-cultural and environmental concerns and perspectives

Curriculum Areas & DE Themes

Results/Outcomes

Our approach centres on a series of college-based curriculum workshops and a range of related classroom projects conducted during teaching practice placements in second-level schools.

Ongoing evaluations of the workshops and classroom practice indicate that we are realizing innovative curriculum approaches, grounded in risk-taking and fresh ideas.

The research demonstrates that art and design education in schools can embrace issue-based work that is challenging and exciting for pupils.

Its creative practices are important means within general education of examining everyday culture at both global and local levels and by its nature its pedagogy embraces active learning methodologies that are at the heart of DE/ESD.

This is carried out in the spirit of small-scale teacher action research within a cyclical framework of planning, action and reflection that treats research and teaching as integrated activities.

The research involves 3 college educators and 30 art and design student teachers in a series of curriculum workshops as follows: Area 1: Art & Design Critical Studies and Photography (i) Print media features and visual stories for the majority world (ii) Buddha statuettes and a leading Irish supermarket chain (iii)Intercultural perspectives on buildings Area 2: Design & Visual Communications (i) Book design – interculturalism (ii) Leaflet/Flyer design – majority world issues (iii) Poster design – world arts event (iv) Package design – fair trade Area 3: 3D Studies with Digital multi-media (i) Celebrating cultures (ii) Size zero morality (iii) Structures and protection (iv) Visual communications and gender equality Area 3 & 4: Design & Visual Communications (i) Ethical consumption (ii) Sustainable development (iii) Anti-racism

Future Plans Our main goal is to continue to refine and develop the Curriculum Workshop/Art & Design + DE/ESD/Classroom Practice framework in line with active research methodologies.

We have documented comprehensively our research work to date and therefore intend to showcase some preliminary outcomes at a forthcoming Art Teacher’s Network Conference to be held at Limerick School of Art & Design in May 2008.

Area 3 - 3D Studies with Digital multi media “Structures and protection”

Area 5: Art & Design and Multi- media Technologies (i) Digital video – ‘shelter’, ‘campaigns’ (ii) Digital animation – ‘assimilation’, ‘ceremony’

Area 3 - 3D Studies with Digital multi-media “Size Zero Morality”

118

For more information on this project, please contact Kieran Meagher, Limerick School of Art and Design, Limerick Institute of Technology Tel: 061 208 392, Email: kieran.meagher@lit.ie

Integrating Development Education/Education for Sustainable Development into Art and Design

From a research perspective the workshop/teaching practice experience is intended to stimulate risk-taking, autonomy and responsibility within a framework of planning, action and reflection. We think of research and teaching as integrated activities where emphasis

Kieran Meagher and Maria Finucane, School of Art and Design, Limerick Institute of Technology

is placed on systematic process as well as professional values and social intent.

The mains aims of the research are:

The one year postgraduate art and design teacher education course at Limerick has been part of the Ubuntu Network since its inception.

Two college lecturers and three groups of thirty student teachers have participated in the project to date. Our research approach centres on

• To provide a creative environment for teacher educators and student teachers to work together to enhance knowledge about and develop resources for integrating DE/ESD into the teaching of art and design in schools.

curriculum workshops that creatively and critically blend the concerns and methods of art and design education and those of DE/ESD. The workshops are perhaps best thought of as environments of enquiry, intended to stimulate fresh ideas about how art and design teachers can address development and environmental issues in schools in ways that do justice to the spirit of active learning and curriculum development. Typically, workshops are of three/four days duration,

• To foster personal self-evaluation and critical conversations through engagement with an action research process. • To stimulate proactive attitudes towards an innovative curriculum designed to raise awareness of diverse socio-economic, cultural and environmental concerns and perspectives.

have a overarching theme, apply collaborative group methodologies, involve stages of research, making and evaluation as well as a period

Outcomes of the research indicate that progress has been made

devoted to devising teaching plans and the preparation of teaching

in realising an innovative curriculum at school level during teaching

resources. All students carry through on their experience of the

practice. It seems that the methods and values of art and design

workshops in their teaching, with the result that a substantial body of

education coalesce quite well with those of DE/ESD. We have

material has been gathered on the effectiveness of the approach.

found ourselves, along with the student teachers, embracing issue-

119

based work that is challenging and exciting; there is great variety

raising campaigns. Our current research work is focusing on digital

to the projects conducted during teaching practice and we are able

video and animation and DE/ESD.

to mount comprehensive displays of the school work on a regular basis, including presenting it at our annual Art Teachers’ Network

One curriculum workshop in particular focused on ‘bridging opposites

Conference.

and contrasts’ – a collaborative investigation focusing on integrating Development Education and multi-media technologies into the Art

Overall, there is a momentum to the research; it has helped establish

and Design Curriculum. The workshop themes are described below

a place for DE/ESD within the course, especially in relation to

accompanied by illustrations of the work produced.

critical studies, lens and time-based digital technologies and design communications. The following descriptions and illustrations offer a flavour of the curriculum workshops.

Critical Studies: Media images - portraying majority world lives.

Critical Studies: Mass consumerism - Buddha statuettes for sale in a leading Irish supermarket chain.

Design Communications: The plight of child-soldiers - a billboard campaign.

3D Studies: sculptural costume design concerned with human shelter, gender equality, and assimilation/modification.

Design Communications: Materialism – creating low-budget leaflets, flyers, stickers, badges and cards for street/school consciousness120

Modification - altering, adding to, deconstructing, constructing clothing items that have integrated pockets, compartments, areas of concealment that can contain essential possessions, information, signifiers, for people who are fleeing disaster, people who are homeless, people who are oppressed….

Imagery of domestic and sexual abuse of women in Afghanistan, interwoven into a burka to be opened and closed…

View of burka from back‌

Shelter - investigating the theme of shelter in the context of people on the move- people displaced due to war, famine or natural disaster, in need of a type of shelter that can be easily transported.

Shelter - protection from elements, from war, to be portable...

Front...

121

Size Zero - interrogating body imagery

Ceremony - examining ceremony and ritual from different cultures, design structures, garments or objects for a ritual event‌ Japanese Tea Ceremony

122

Natural Materials – learning from Africa about how to creatively combine the aesthetic and practical using locally sourced natural materials.

School-based Student Artwork from Teaching Practice, 2007

Sources Images from the Art Teachers Network Conference, Limerick School of Art and Design, May 2007

123

Section Three

engagement and inquiry by participants within a cooperative learning environment.

Professional Development: Skills Enhancement and Capacity Building Events

During 2006-2008, seven research projects were implemented, aimed at both pre-service teachers and staff of initial teacher education

Introduction Capacity building refers to the building of personal and institutional capacity and skill. The term relates to capacity development and has its origins in overseas development work. The United Nations Development Programme (2008) defines capacity development as the

colleges and institutions. They aim to build engagement with global development and sustainable development issues, exploring ways of integrating these into education and classrooms, and focus on the building of skills such as emotional intelligence, critical thinking and problem-solving. Use of ICT and media also feature as ways to develop learners’ engagement.

process through which individuals, organisations and societies obtain, strengthen and maintain the capabilities to set and achieve their own development objectives, recognising it as a long-term, continuing process. Capacity building is often partnership-based, where every participant brings their experience and knowledge to the process.

In the context of the Ubuntu Network, capacity building refers to enhancing participants’ understanding and knowledge of Development Education issues, and building competence in the ongoing process of the integration of Development Education into initial teacher education, primarily through sharing and collaboration. The capacity building projects and events described in this section involve active 124

References UNDP Annual Report. 2008. Capacity development: Empowering People and Institutions. Accessed January 29 2009. Downloadable from http://www.undp.org/publications/annualreport2008/pdf/ ENG_IARforweb_Ch1_Improving%20Lives0608.pdf

The projects are: Professional Development: Skills Enhancement and Capacity Building Events 1. For Staff

2. For Student Teachers

• Institutional cultures, professional narrative and Development

• TCD Development Studies Website Project Report - Ann

Education – Niamh Hourigan, UCC and Maria Campbell, St.

Fitzgibbon, Dylan Sutherland and Micheál Collins, Trinity College

Angela’s College

Dublin

• Reflections on teaching Development Education in initial and

• Developing emotional competencies in teacher education

in-career teacher education: one institution’s (and one teacher

through Development Education – Roisin Corcoran and Roland

educator’s) experience - Audrey Bryan, UCD. Part of the Creating

Tormey, University of Limerick

a Development Education Community of Practice among teacher educators in Ireland – Audrey Bryan, UCD and Anne Rath, UCC

• A forum for exploring intercultural and Development Education issues with pre-service second level school teachers – Fiachra

• Continuing Professional Development day for Teaching Practice tutors - Deirdre Hogan and Mags Liddy, Ubuntu Network/

School in Cork: recognising Polish voices in Irish education –

University of Limerick

UCC

• Development Education book and video club: educating teacher educators – Paul Conway and Anne Rath, UCC

125

Long and Stephen O’ Brien UCC, also includes The Polish

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Comparative Study of Problem-Solving Approaches on Development Education Modules to Two Cohorts of Potential Second-Level Teachers Authors Maria Campbell, St. Angela's College, Sligo Niamh Hourigan, University College Cork

Aims

The primary aim of this project was to use problem-solving approaches to generate deeper learning and critical engagement with development issues amongst students who will potentially teach SPHE, Home Economics, CSPE and the new Sociological and Political Studies programme for Senior Cycle.

A secondary aim was to interrogate how the contrasting institutional cultures of the Bachelor of Education programme in St. Angela’s and the Sociology Dept in UCC impacted on the pedagogical approaches and philosophical paradigms which underpinned their experience of each programme.

Findings …in relation to Pedagogical Approach Both cohorts of students enjoyed the active participatory approaches used but cited frustration at the lack of time set aside to complete tasks and to the extent that guidance was given in relation to tasks as opposed to direction.

In both instances there was evidence of enhanced critical engagement which was reflected in the coursework of each cohort, yet in the case of St. Angela's, it could not be attributed solely to the use of PBL.

Drew upon two concepts: The effectiveness of narrative as a means of investigating the internalisation of habitus (Bordieu)

-

Activity Theory (Engström) to examine the process of enculturation or learning to be in the Institutional context

A similar Problem Based Learning (PBL) approach was implemented over a one-year period with each cohort and students’ responses/views were elicited via reflective portfolios (St. Angela's College) and via questionnaires and focus group (UCC). Lecturers’ responses were documented via reflective portfolio.

…in relation to Institutional Culture Both the philosophical perspectives and historicity of both programmes were evident throughout the analysis process in particular in light of the roles, rules and tools utilised throughout the activity of the programmes. In relation to roles, the students identified themselves in light of their perceived identities, mainly that of socially aware and active citizens in the case of UCC and of socially aware teachers in the case of St. Angela's College.

The role of teacher was primarily perceived of as innovator and change agent within the classroom.

Methodology -

Cartoon Source: www.developmenteducation.ie

Image Source: www.developmenteducation.ie

It became evident that the tools used such as selected literature, teaching methodologies reflected the explicit and implicit object of each of the programmes that is to produce socially active citizens and to produce socially aware and socially active teachers.

Participants

Two undergraduate cohorts taking development education modules, one offered by the Dept. of Education, St. Angela's College Sligo and the other by the Dept. of Sociology, UCC and their respective lecturers.

126

For more information on this project, please contact Maria Campbell, Department of Education, St. Angela's College, Sligo, Email: mcampbell@stacs.edu.ie or Niamh Hourigan, Department of Sociology, University College Cork, Email: n.hourigan@ucc.ie

Institutional Cultures, Professional Narrative and Development Education

The comparative structure of the project operated at two levels. The substantive elements of each institutional culture, such as the size, scale and ethos of each institution, were compared in terms of their

Niamh Hourigan, UCC and Maria Campbell, St. Angela’s College Sligo

impact on student-lecturer relationships and lecturers’ narrative of their own pedagogical role in the learning process. The comparison was further facilitated by the use of active learning methodologies and in particular, problem-solving approaches1, in order to generate a

Introduction

greater level of critical engagement with development issues amongst students in both institutions.2

The recent rapid transformation of Irish society presents a range of challenges to the third level sector. In order to respond to these changes, lecturers at universities and colleges of education are developing new curricula and pedagogical approaches to meet the skills requirements of an increasingly complex economy and the sociocultural needs of a more diverse student cohort. A key element of this process involves the interrogation of the cultural assumptions which have historically been implicit within the pedagogies and institutional cultures of Irish third level institutions.

The aim of this research project was to interrogate how the contrasting institutional cultures of the Department of Sociology, University College Cork (UCC), and the Bachelor of Education (B.Ed.) programme, St. Angela’s College Sligo, impacted on the philosophical paradigms and pedagogical approaches which underpinned the students’ experience of their respective Development Education programmes.

127

Institutional cultures Institutional culture may be defined as ‘the deeply embedded patterns of organisational behaviour and the shared values, assumptions, beliefs, or ideologies that members have about their organisation or its work’ (Peterson and Spencer 1991, 142). In the first instance, the scale and size of an institution has a huge influence on its culture as levels of familiarity and intimacy between staff, students and management have a direct bearing on the development of shared values, beliefs and ideologies (Wirth 1938). In addition to this basic structural dimension, Bergquist (1992) identified four institutional cultures which can co-exist in higher education. In terms of this research project, the role of collegial culture which concerns the ‘shared values which are derived from disciplinary perspectives’ was identified as being particularly important in comparing both students’ experiences of the problem-solving approach and lecturers’

professional narratives of their role in the process as educators

significant number of courses with the same class group and the

(Bergquist 1992, 12).

lecturer delivers a range of courses on the B.Ed programme. The B.Ed are located contextually in a smaller institution, consisting of a

We began the research process by considering how the size, structure

cohort of 1,400 students who are registered across a range of fulltime,

and history of each institution in terms of Development Education

part-time, undergraduate and post-graduate programmes. While

might contribute to culturally rooted differences in the students’

comparisons of the basic structure provided some clues as to where

experiences of problem-solving approaches.1 The forty students [26

differences in institutional cultures might be found, this approach did

female and 14 male] taking the final year module on Globalisation

not provide a conceptual tool which demonstrated how institutional

and Development (SC3035) offered by the Sociology Department

cultures were directly linked to the behaviour and critical thinking

at University College Cork are drawn from a wide range of degree

processes of students and lecturers during the problem-solving task.

programmes which cater to an overall student cohort of 16,000

To this end, Lave and Wenger’s (1991) concept of ‘situated learning’

students in UCC. In most cases, the lecturer will not have encountered

was employed to interrogate precisely how institutional cultures might

students prior to the start of the development module and would have

impact on student and lecturers’ understandings of their own roles in

little contact with them after course exams. The module provides a

the learning process.

conceptual and theoretical overview of global inequality with a focus on particular case studies at each stage to illuminate core themes in

Situated learning is based on the premise that through participation

applied contexts. The vast majority of students who take this course

in the activities of a community, people’s behaviours or identities

will not pursue careers related to development or globalisation issues

change as they are inculcated into the dispositions and belief systems

after graduation though development discourses have a clear and

of that community. Wenger (1998) emphasises the interdependent

continuing impact on student politics on campus.

relationship between the mind and the environment. Thus as people engage in the practices of a community, they ‘learn to be’ part

In the case of St. Angela’s College, the thirty female students taking

of that community (Hung and Chen 2002, 250). This means that

the module on Development Education (B.Ed. 4.2.1) are part of the

they appropriate the cultural lens and the relevant knowledge of

Bachelor of Education programme. These students are generally

that community. Wenger (1998) argues that the following elements

familiar with their own classmates and their lecturer as they take a

underpin the formation of identity within a community of practitioners:

128

(1) language, including the documents, images and symbols which members use to communicate with each other; (2) tools that people use to get their work done, such as reading materials; (3) explicit roles, procedures and regulations that define how work is done in that community; and (4) implicit behaviours that make the culture of that community unique. In analysing student experiences and comparing lecturers’ professional narratives, a review of language, tools, explicit roles and implicit behaviours helped enormously in tracing the impact

2. The second session consisted of student-led workshops on the assigned problem with small group structures used to facilitate the completion of a series of tasks, and concluded with a whole group discussion of the key issues raised by the problem; 3. In the final session, each team presented their report on the problem through their team leader. Other members of the team contributed information on specific areas such as economics, education, the role of civil society, organisations, etc.;

of institutional cultures on the learning process

Outline of project structure and tasks completed 1. The project began with a conventional lecture given by course facilitators on the theme of globalisation and the role of the global economic institutions in facilitating global economic change using current readings by key thinkers in the field (Stiglitz 2002; Held & McGrew 2000; McMichael 1996). Within the first session of the unit, students were assigned to problem-solving teams with specified roles. An outline of a key problem was presented, i.e. the failure of policies recommended by the IMF in Tanzania and Uganda (Watkins 2002). Students were asked to engage with the readings and formulate a response to the problem through a specific role for the second stage of the task.

An outline of the problem-solving process was also given in this session and students choose team leaders from their peers;

129

4. Students’ experience of the task was analysed in St. Angela’s through a reflective portfolio process which uses successive entries to explore anticipatory, contemporaneous and retrospective reflection (Lyons 1998) to examine its impact on attitudes, values, beliefs and potential practices; 5. Students’ experience of the task in UCC was analysed through a succession of questionnaires and focus groups in order to reflect on the differences between the problem-solving learning method and conventional lecturer-led approaches to Development Education; 6. Each course facilitator also kept a diary of their reflections during the research process.

Analysis of research exercise

established patterns of critical engagement dominated each student

The impact of the scale and size of each institution was the first

cohorts’ approach to the task despite the use of identical pedagogical

aspect of institutional culture which became immediately apparent as

methods. It was apparent that systemic thinking with an expansive

impacting on the learning process. The relative scale of each institution

focus which is closely linked to sociological perspectives remained

created dramatic differences in terms of the levels of familiarity,

dominant within the approach of the UCC group, while critical

intimacy and trust between students. This presence or absence of trust

thinking with specific application to the classroom context linked to

created considerable differences in the dynamics of group discussions.

educational perspectives was more evident in the St. Angela’s group.

Secondly, the place of each Development Education module in terms

of the broader academic programme in the two institutions generated

Development Education programmes in St. Angela’s and UCC

differences between the two student groups in terms of their level of

have been, to some extent, shaped by the ideological influences

engagement with macro-political debates and their capacity to apply

which have been historically prominent within each institution. St.

new ideas to professional contexts.

Angela’s College has a long-standing tradition linked to the founding Ursuline Order’s participation in missionary activities worldwide. The

In terms of the specific problem-solving methodology, both cohorts

religious elements of this ideological influence are heightened by the

expressed a preference for a more structured approach to problem-

expectation of the graduates of the B.Ed. programme that they will

solving where the process of completing proscribed tasks was outlined

teach in second level schools which in many cases are also managed

in detail and the need for creative problem-solving within the group

by Catholic religious orders. Thus, students in St. Angela’s were

itself was removed. St. Angela’s students indicated that they found

primarily focused on the application of development concepts in

the active learning methods stimulating, providing ‘a welcome break

terms of professional contexts and personal development rather than

from the regular lectures’. The review of the portfolios submitted by

political activism.

students at the end of the course provided evidence of enhanced critical thinking although this could not be attributed exclusively to

The teaching of Globalisation and Development within Sociology in

the problem-solving task. The students from UCC also indicated

UCC has historically been rooted in the secular tradition of Conflict

that they enjoyed engaging with active learning methods. However,

Sociology focusing on macro-sociological debates around global

it was clear that the collegial culture of each institution in terms of

inequality. A considerable proportion of the module is devoted to

130

exploring the work of early modernisation theorists such as W.W.

order to examine their own role in the learning process and assess

Rostow and the neo-Marxist dependency frameworks of Andre

their students’ understanding of their respective roles, the application

Gunter Frank and Immanuel Wallerstein. There is a longstanding

of a situated learning perspective which focused on language, tools,

tradition of political activism amongst development students in UCC

roles and implicit behaviours provided greater conceptual richness to

and there is some evidence that there was a higher than average

the in-depth critique of these professional narratives.

proportion of student ‘activists’ from within the visiting student body

taking this module. During the course of the research exercise, some

In relation to St. Angela’s, the lecturer assumed the role of teacher

UCC students commented that their participation in the course

educator and this was embodied in her selection and use of tools

had impacted on their political activism and their engagement with

such as selected reading, her emphasis on the role of teacher

broader debates about globalisation and development. This political

throughout the work, and in her practice of facilitating the application

engagement was identifiable in their participation in the problem-

of ideas discussed to educational practices and contexts. These

solving exercise as well as in the written work and questionnaires

practices may have contributed to the students’ struggle to see the

which they subsequently submitted. Therefore, it could be argued

relevance of the development module outside the classroom or school

that the ideological influences which shaped the institutional culture

environment. However, this approach also facilitated the students

of both B.Ed. and Sociology UCC programmes had a direct impact on

in examining the links between their professional identity and their

students’ experience of the research exercise.

personal identity.

As the research progressed, it became evident that institutional

Within UCC, the lecturer assumed the role of lecturer/sociologist

culture impacted on lecturers largely through each lecturer’s personal

within the university context, and assigned tasks, set readings and

narrative of their own role in the learning process. In both the UCC and

regulated student participation in discussion using understandings

St. Angela’s courses, the lecturers’ academic pathways or journeys

gleaned from her own experiences as a student within an NUI

began in institutions similar to those in which they now worked. The

university context. Students were encouraged to make connections

formative influence of these institutional cultures created a need for

between globalisation and development issues and their own

heightened awareness of their own philosophical paradigms and

behaviour as political actors, consumers and social scientists. Given

pedagogical practices as they engaged in the research exercise. In

the diversity of political opinions expressed during class discussions,

131

the lecturer frequently assumed the role of mediator/moderator of

their own understandings of the learning process. The comparison

discussions. She sought, in particular, to use the case studies of

generated from this research exercise suggests, therefore, that

Uganda and Tanzania as a means to encourage students to apply the

collegial institutional culture, the shared values, beliefs and ideologies

conceptual tools gained from the Sociology programme to patterns of

which are derived from specific disciplines, have a clear and

global inequality.

identifiable impact on learning processes in Development Education.

Conclusion The influence of collegial institutional culture as well as the size and scale of each institution had a significant impact on students’ experience of the problem-solving approach during the course of this research project. Students were exposed to this collegial culture in two forms. Firstly, their own engagement with the shared values linked to specific disciplines had a considerable impact on their critical thinking and behaviour during the research exercise. Students identified themselves in terms of their perceived identities, as sociologists in the case of UCC and of socially aware teachers in the case of St. Angela’s College, with the lecturers’ practices in both instances contributing to this self-perception.

In addition, the lecturers’ own professional narratives as educators who had themselves attended similar third-level institutions had a marked influence on the situated learning context which they created.

The influence of these professional narratives could be identified in the language and tools they employed, the explicit roles and procedures which they utilised and the implicit behaviours which informed 132

While it is not suggested that these findings may be applied to all Colleges of Education or to all Sociology departments within the University sector, it is evident that both institutions involved in this research project have much to learn from each other through synergising pedagogical approaches and philosophical paradigms within their Development Education programmes. Students in UCC were successfully able to link concepts encountered in their Development Education module to a broader political engagement with issues of global inequality. In contrast, students from St. Angela’s were better equipped to communicate the essentials of development issues in applied contexts with their primary focus on awareness rather than action. The synergising of the pedagogical practices which develop these different learning outcomes could potentially be used to improve both Development Education programmes. Ultimately, the juxtaposition of the two programmes highlighted for both lecturers the extent to which the habitual nature of their practices was linked to their own professional narratives, which in turn were linked to earlier formative experiences of collegial institutional culture. This

project highlighted the critical importance of collaborative research,

References

in particular across institutions, which provides lecturers with the

Bergquist, W. 1992. The four cultures of the academy. San Francisco: Jossey Bass.

opportunity to critically reflect on their own practices.

Campbell, M., and N. Hourigan. 2008. ‘Institutional culture and Development Education’ in Policy and Practice: a Development Education Review 7, 35-47.

Notes 1 - The problem-solving approach was utilised because of its potential to provoke students to

Held, D., and A. McGrew (eds). 2000. ‘The great globalisation debate: an introduction’ in The Global Transformations Reader: an introduction to the globalisation debate. Cambridge: Polity Press.

Hung, D., and V. Chen. 2002. ‘Learning within the context of communities of practices: a re-

reflect on the complexities of development issues and global/local relationships. As part of the

conceptualization of tools, rules and roles of the activity system’ in Educational Media International

process of moving from information absorption to critical thinking pedagogies, problem-solving

Vol. 39 (3-4), 247-259.

approaches encourage the student to interrogate their own beliefs and values in relation to development issues.

2 - Students within these cohorts could potentially teach Social, Political and Health Education (SPHE), Home Economics, Civic, Social and Political Education (CSPE) and the proposed Sociological and Political Studies programme at second level.

3 - For a detailed discussion on each Institution see Campbell and Hourigan 2008, p. 37-39.

Lave, J., and E. Wenger. 1991. Situated learning: legitimate peripheral participation. New York: Cambridge University Press.

Lyons, N. (ed). 1998. With portfolio in hand: validating the new teacher professionalism. New York: Teachers College Press.

McMichael, P. 1996. ‘Globalisation: myths and realities’ in J. Timmons Roberts and A. Hite From modernisation to globalisation: perspectives on development and social change. Oxford: Blackwell.

Stiglitz, J. 2002. Globalisation and its discontents. New York: Penguin.

Van Oers, B. 2004. Steps towards a sociocultural theory of learning. Lecture at the University of Jyväskylä, Finland, 10 December 2004. Accessed 1 December 2005: http://home.planet. nl/~oers0054/Steps%20towards%20a%20sociocultural%20theory%20of%20learning.pdf.

Watkins, K. 2002. The Oxfam Education Report. Oxfam, Great Britain.

Wenger, E. 1998. Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press.

Wirth, L. 1938. Urbanism as a way of life. American Journal of Sociology, Vol. 44 (1), 1-24.

133

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Creating a Development Education Community of Practice (CoP) among Teacher Educators In Ireland Authors

Aims To create an ‘action learning’ space which will promote joint learning and knowledge production for teacher educators involved in development education/ESD.

Anne Rath, University College Cork Audrey Bryan, University College Dublin

Background

To enhance the professional development and praxis of teacher educators involved in Education for Sustainable Development (ESD) / Development Education (DE) in Ireland through the creation of a dialogical space to critically reflect on issues related to development education/ESD.

This action research project seeks to cultivate a Community of Practice (CoP) of teacher educators who are interested and engaged in, development education.

To explore personal and professional values that inform the development of a shared set of meanings around development education/ESD and to consider how these shape and inform teaching, learning and research activity as it relates to development education.

A community of practice is a group of people who have a common interest and are engaged in a shared enterprise through which they have, and develop a repertoire of knowledge, skills and practices (Wenger, 1998).

To consider the impact of active learning pedagogies on studentteacher learning, drawing on one’s own experiences and encounters with student/in-career teachers in the classroom.

Central to this conceptual framework is the notion of identity, and the notion of educator identity as it relates to ESD will be a central focus of the Development Education Community of Practice.

Methods

To generate written outputs that will offer unique insights and best practice models in relation to the pedagogy of DE/ESD.

Reflective Journal Entries

Constructed over a sustained period around reflective prompts

Seminar 1 Key Q? 2007…

Seminar 2 Key Q?

Seminar 3 Key Q?

Seminar 4 Key Q?

Forum

We propose to hold a total of four seminars over the course of the 20072008 academic year, culminating in a forum comprising a series of presentations, based on ongoing reflective journal entries documenting one’s experiences of teaching and engaging with DE/ESD throughout the year.

Reflective journals have been widely used to promote reflective thinking among students in initial teacher education programmes; yet their potential among teacher educators is under-utilised.

2008…

What are the values that underpin my work as a teacher educator engaged in DE/ESD and what informs these values? How are these values enacted?

134

Documented Teaching Experiences

How can we enhance our approaches to teaching and learning to support students in developing a global dimension to their learning?

Seminar participants will maintain weekly journal entries which will form the basis of ongoing online discussion and face-to-face meetings. Each seminar will be guided by a set of key questions relevant to the issues of teacher educator identity, the pedagogy of DE/ESD.

For more information on this project, please contact Anne Rath, Department of Education, UCC, Tel: 021 490 3128, Email: a.rath@ucc.ie or Audrey Bryan, School of Education and Lifelong Learning, UCD, Tel: 01 716 8641 Email: audrey.bryan@ucd.ie

Reflections on teaching Development Education in initial and in-career teacher education: one institution’s (and one teacher educator’s) experience.1

me as a teacher educator ‘doing’ Development Education. How can I ensure that the kinds of development knowledge I construct do not merely engender pity and compassion, but rather inspire political and ethically-informed responses? To what extent, and in what ways, can Development Education foster the kinds of self-reflection and personal

Audrey Bryan, University College Dublin.

“

interrogation necessary to promote positive change, at an individual as well as collective level? What forms of Development Education are most likely to result in people being not merely touched but actually

We see that empathy is not enough; there must be ‘outrage’, so that

moved to act to redress the problems, injustices and inequalities that

motivations for change are high

characterise the world we share and inhabit?

Davies, 2008

Research methodology

Introduction

The paper focuses on the question of which versions of Development Education are most likely to empower people to take action for a more equal world, a question that is a central preoccupation of mine as an

In the afterword to The Bluest Eye, a book about racism and racial

educator of global citizenship education. It constitutes a reflective

self-loathing set in the post-depression era in the United States, Toni

essay based on my experiences in Development Education over the

Morrison speaks of the challenges she faced in representing her

past ten years or so, and most recently as Lecturer in Development

central character, Pecola Breedlove, a young and vulnerable African-

Education in the school of Education at UCD. It is based on a

American girl who longs for blue eyes. Morrison describes the concern

collaborative project, funded by the Ubuntu Network, which seeks

she felt at the time of writing that readers may be lead into the comfort

to develop a Development Education (DE) Community of Practice

of pitying Pecola, rather than into an interrogation of themselves;

(CoP) for teacher educators in an Irish context. The project seeks to

she expresses her dissatisfaction with the narrative techniques she

develop a series of ‘reflective prompts’ that offer teacher educators

used to attempt to overcome this, concluding that: ‘Many readers

the opportunity to reflect on, and share, their own experiences,

remain touched but not moved.’ Similar concerns often preoccupy

roles and identities as Development Educators in Teacher Education

135

programmes. The goal is that these pieces will form the basis for

consumer habits, charitable giving, protest and political activism or

an ongoing dialogue which will forge new ideas about teaching and

other forms of broad-based collective action (Smith 2004a; 2004b).

learning as it relates to Development Education more generally.

Recent research on the status and nature of Development Education in Irish schools suggests that pity is the most common immediate

The current piece is based on periodic reflective pedagogical journal

reaction on the part of secondary school students to seeing an image

entries about my experiences of teaching DE-related subject matter to

of a starving child (Gleeson, King, O’Driscoll and Tormey 2007). While

both initial and in-career educators in the School of Education at UCD1,

levels of pity were high, there remains a degree of detachment or

as well as research with which I have engaged and/or been involved

disengagement from the plight of people in the Third World, with fewer

since assuming this post (elaborated upon below).2

than one-in-five fifth years and fewer than one-in-four second years responding that they would like to help people in the Third World (ibid).

At the heart of the paper is Vanessa Andreotti’s distinction between

This research also suggests that donating money is the most popular

‘soft’ and ‘critical’ versions of global citizenship education (Andreotti

form of development activism in which young people in Ireland

2006). Critical global citizenship education engages with theoretical

engage (ibid).

and pedagogical frameworks which seek to redress unequal power relations and which stress the structures, systems and assumptions

Furthermore, recent research conducted with student teachers

that produce and maintain exploitation in the first instance. This is

suggests that their understandings of development are consistent

distinct from ‘soft’ approaches to Development Education which stress

with ‘soft’ (as opposed to more critical) versions of development or

poverty and ‘underdevelopment’ as a function of a lack of resources,

global citizenship (Andreotti 2006), wherein poverty is constructed as

skills, technology and education (ibid).

a lack of development, education, resources, skills, technology etc.

(Bryan, Clarke, Drudy, this volume). Forty percent of respondents, for

Relevant literature informing the work Existing research suggests that there is a direct relationship between how development is portrayed and the nature and level of engagement that these representations evoke, whether in terms of changed 136

example, identified a lack of education and training as one of the most important reasons for poverty in developing world countries, whereas only 7% saw a relationship between poverty and these countries’ colonial pasts, and only 21% viewed the nature of international trade and economic policies as one of the most important reasons for

poverty. Respondents were more likely to attribute poverty to factors

in an Irish context suggests that development is often portrayed

like overpopulation (28%) and to natural disasters, such as floods,

through the ‘Northern’ gaze of Irish Development Workers, and that

earthquakes and droughts (30%). Moreover, less than 4% viewed

development narratives are often utilised to describe Ireland’s role

the lifestyles of those in the West as being one of the most important

as a generous and compassionate provider to the less fortunate in

reasons for poverty in developing countries. Those perspectives which

the world as much as they are to raise awareness and understanding

attribute poverty primarily to a lack of skills and resources, including

of development issues themselves (Bryan 2008). One Geography

education, rather than to a lack of control over the production of

textbook, for example, informs students about the living conditions of

these resources, places the burden of responsibility for poverty on the

‘squatters’ in Calcutta through a ‘Letter from Calcutta’, written by ‘an

poor themselves, thereby failing to consider the role of the West in

Irish development worker who lived temporarily in a bustee’, and not

extracting surplus value in the first instance (Biccum 2005, 1017).

from the perspective of those who actually experience life in Calcutta on a more permanent basis (Hayes 2003, 272). In other words, this

In terms of social action, student teachers were far more likely to have

rhetorical strategy has the simultaneous effect of privileging the

donated money to charities and non-governmental organisations

voice of Irish aid workers while marginalising and silencing local

(72%) than they were to have engaged in other forms of development

perspectives, thereby preventing them from naming their own reality

activism, such as taking part in a public demonstration/protest or rally

or describing their own lives, on their own terms (Bryan 2008).

or actively campaigning about a social or environmental issue (17%).

Another rhetorical device to which students are exposed via the These findings, while discomforting, are not altogether surprising.

curriculum is that of ‘positive self-presentation of the nation’ (Van Dijk

Those of us who have the ‘luxury’ of experiencing abject poverty, the

1997). In CSPE texts, for example, Irish non-governmental institutions

horrors of war and conflict, famine, natural disasters, disease and so

as well as the Irish Defence Forces are depicted as fearlessly

on, at second hand, often do so through the lens of television and

championing the cause of human rights around the world (Bryan

film, or through the curriculum—arenas which typically do not address

2008). While on the one hand narratives of this nature serve to inform

the complex lived realities or perspectives of those who encounter

readers about issues related to international development such as

these experiences first hand. For example, recent research on the

international debt, poverty, human rights, peacekeeping and conflict,

ways in which development is relayed in the second-level curriculum

they serve a dual function of instilling feelings of pride in belonging

137

to the Irish nation, a nation whose representative organisations

suggests that development policies and programmes are all-too-

are characterised as well-respected, hard-working, reliable, self-

often ineffective, as reflected in such recent publications as The White

sacrificing, politically neutral and held in high international regard. In

Man’s Burden: Why the West’s Efforts to Aid the Rest Have Done So

other words, it could be argued that in this context, development

Much Ill and So Little Good (Easterly 2006) and Dead Aid: Why Aid is

narratives are often utilised to describe Ireland’s role as a generous

not Working and How There is Another Way for Africa (Moyo 2009).

and compassionate provider to the less fortunate in the world as much as they are to raise awareness and understanding of development issues themselves. Similarly, with many development messages which target members of the general public in the so-called developed world, there’s a certain ‘feel-good’ factor to these statements, which assure taxpayers that their money is being put to good use, and that consequently they are doing their bit to help those most in need (Bryan 2008b).

Much like the degrading images of starving children used with such regularity for fundraising efforts on the part of NGOs with which we are all-too familiar, these narratives are at once designed to make us sad (and to feel pity), but our capacity to feel sorrow also makes us feel better about ourselves, by alleviating our guilt, particularly if we respond in the way that these adverts intend. Of course, on the one hand, images of this nature, which focus our attention on the harsh realities of life in far-off places, are more likely to succeed if they supply reassurances in the form that solutions exist, that individuals can make a difference, and that ‘development’ is the answer. If not, we are much more likely to ignore them (Scott 2005). And yet, much of the evidence 138

Implications for teacher education Realities such as this pose significant challenges for those charged with the task of teaching a subject which aims to enlarge public understanding of development issues and the underlying causes of poverty and underdevelopment in the world (Irish Aid 2008), and to ‘…challenge attitudes which perpetuate poverty and injustice, and empower people to take action for a more equal world’ (Irish Aid/ Trócaire 2006, 6).

Collectively, the aforementioned findings suggest the need for development educators to engage with, and expose students to, more critical versions of development and global citizenship education, which seek to move people beyond notions of the South based on compassion and charity, towards a deeper understanding of interdependence and a recognition of ‘causal’ responsibility - an obligation or answerability - towards the South (Spivak 2004, cited in Andreotti 2006). They suggest that students would benefit from exposure to more critical forms of global citizenship which interrogate the legacies of colonialism and the West’s ongoing complicity in

sustaining poverty, and to existing structures, systems, assumptions,

taken-for-granted assumptions and dominant frameworks that are

and power relations that create and maintain exploitation and

often ingrained in mainstream development discourse such as the

disempowerment in the first instance (ibid).

view that education is the fulcrum of economic, social and political development. It begins by introducing students to the underlying

One of the theoretical lenses I have applied in my own teaching in

theoretical foundations and frameworks of international development,

an attempt to foster more critical forms of Development Education

with the aim of helping students to see the ideological underpinnings

is Postcolonial theory, which has been identified as a useful ‘critical

of internationally derived educational policies and practices. In so

idiom’ through which to interrogate the ongoing legacy of European

doing, the module raises current issues in today’s discussion of

imperialism and colonialism (Tikly 2004). Postcolonialism is closely

education and development by drawing on readings which challenge

aligned with the philosophy and aims of Development Education

us to stop and reconsider how we think about them. It invites

itself. ‘Postcolonialism claims the right of all people on this earth

students to explore major issues and themes in education in the

to the same material and cultural well-being; it seeks to change the

developing world, and to examine the role of external aid agencies

way people think, the way they behave, to produce a more just and

within such contexts.

equitable relation between different peoples of the world’ (Young 2003, 7). Relatedly, postcolonialism, like Development Education, constitutes

The module on Development Education further seeks to introduce

an aspirational politics with activist, emancipatory and theoretical

students to the ‘discursive repertoire’ of multilateral development

elements (Rizvi, Lingard and Lavia 2006).

agencies and development -including a deconstruction of the term ‘development’ itself as a principle organising concept (Tikly 2004). It

For example, the module on ‘Issues and Institutions in International

seeks to address the following questions: Why do we live in a world

Educational Development’ I teach as a part of a professional

characterised by persistent inequality, between and within nations? Is

development specialism in Development Education at UCD, is largely

another, more egalitarian world possible? What alternative progressive

an attempt to examine education within this broader political economic

political, economic, and social arrangements exist? What role can

context, and to consider the effects of international development

schooling play in transforming social inequalities? As educators,

institutions on educational access and provision. At its core, it

how do we best prepare students to engage in meaningful dialogue

seeks to critically engage students with — as well as challenge —

about injustices that occur on a daily basis, on a local and global

139

scale? What are some of the challenges we face in teaching about issues affecting those living in places very far away? How can we best promote dialogue about feasible alternatives to those visions, policies and practices that are implicated in creating and exacerbating major threats to human and planetary sustainability? It examines development themes and issues in relation to the concept of the ‘new imperialism’ (Tikly 2004), and emphasises the growing inequalities associated with contemporary globalisation both within and between countries and the identification of clear ‘winners’ and ‘losers’ in the process (ibid).

‘Maisha Magumu’/Difficult Life

“

To my mind, films like Darwin’s Nightmare graphically encapsulate the Swahili expression, maisha magumu, or ‘difficult life,’ a term used by Tanzanians to describe how life has become harder than it used to be; environmental degradation, unemployment, the prevalence of HIV and AIDS, the falling value of agricultural products, including coffee, diminishing prospects of making a living off the land, and the decline in real wages have all taken their toll, such that maisha magumu has become the norm for most who live there.

There are always solutions, but to find solutions, we need to know the real nature of the problem…’

Hubert Sauper, Director of Darwin’s Nightmare

The remainder of the paper focuses on one particular stimulus or tool I have used in my Development Education classes that I feel offers a powerful counter-narrative to ‘soft’ versions of Development Education which place the onus for poverty upon the poor themselves by constructing poverty as a lack of access to resources, services and markets, or to the requisite skills to enable them to participate in the global market. The documentary film, Darwin’s Nightmare, illuminates some of economic globalisation’s most devastating effects, profiling the extreme poverty, hardship, exploitation, engendered dependency, 140

war, AIDS and environmental degradation that have plagued the Great Lakes region of East Africa since the introduction of the ‘Nile Perch’ into the lake in the 1960s. It offers a useful illustration of some of the ways in which broader global occurrences and international decisions impact local lives (Vavrus 2003).

I use Darwin’s Nightmare in my Development Education modules as a case study of the complex ways in which political economy, structural inequality, environmental exploitation and degradation and militarism coalesce to produce devastating consequences for human and social life. I also use the screening of Darwin’s Nightmare as a basis from which to consider the use of film and related media as tools or stimuli for teaching Development Education. In addition to examining some of the cinematic strategies used to depict poverty and ‘development,’ we consider the extent to which films of this nature serve as a vehicle, or indeed hindrance to, social action and transformation.

As the Director of Darwin’s Nightmare, Hubert Sauper points out, the Nile Perch is a broader metaphor for resource extraction and neo-

colonial exploitation. ‘I could make the same kind of observation in Sierra Leone, only the perch would be a diamond, in Honduras, a banana, and in Libya, Nigeria or Angola - the fish would be crude oil.’

Since the introduction of the Nile Perch into Lake Victoria, which is exported and consumed as a delicacy in Europe, the local Mwanzan economy has been brought to its knees and the region’s ancient and diverse ecosystem has been all but destroyed.

On one level, Darwin’s Nightmare presents a thoroughly pessimistic analysis of the nature of the injustices to which local inhabitants are subjected. It depicts a catastrophic landscape of disease and desperation. HIV is rampant among the fishermen and prostitutes who have migrated from famine-stricken inland areas. Orphaned street children burn discarded scraps of Styrofoam packing material so they can inhale the fumes, and fight with one another over tiny scraps of food. It conveys in an emotionally and visually compelling way the irony of a situation whereby starving locals, unable to afford the thick white perch fillets that are consumed by millions of Europeans daily, are forced to survive on the rotting remains prepared in open-air factories, where ammonia-emitting, maggot-swarmed perch carcasses are repackaged as a local subsistence food. So gripped by poverty are local people that Raphael, a night watchman who guards the fisheries’ institute for a salary of one dollar a night prays for war so that he could earn a soldier’s wage. So desperate are people’s conditions that a female employee at the open-air factory who has been blinded by the ammonia maintains that her life is better now that she actually has a job.

The power of Darwin’s Nightmare as a Development Education tool lies in its ability not to make us merely pity those are left to starve on the 141

shores of Lake Victoria while giant frozen fish fillets are exported daily in cargo planes, to be enjoyed as a delicacy by wealthy Europeans.

Rather, its power lies in forcing us to interrogate ourselves as we experience the misery and devastation of others at second hand, and ultimately in forcing us to question the political-economic reality and ideology that has created this poverty, misery and injustice in the first instance. It forces us to ask ourselves how much longer we can continue to support, be complicit with, and benefit from, a system that results in the kinds of ironies alluded to above. In other words, rather than feeding us with obvious pre-packaged answers or solutions to the devastation and poverty experienced by people in Tanzania, films like Darwin’s Nightmare force us to ask ourselves difficult questions about a world order dominated by neo-colonial exploitation in the guise of globalisation. It exposes the fallacy— promoted by mainstream development institutions such as the World Bank—that globalisation is the answer to poverty, offering instead a sophisticated understanding of the multi-faceted devastation of the ‘new imperialism’, and pointing the finger at globalisation as the cause, and not the cure. Unlike softer versions of Development Education, films like Darwin’s Nightmare succeed in taking us beyond feeling touched by pity or compassion, and inspire, if not demand, a response that is at once political and ethical. In other words, films like Darwin’s Nightmare are so effective precisely because they are so upsetting and because they lead to real and deep understanding and awareness of the problems that are depicted. The film’s underlying message is that empathy, pity and compassion are not enough. There must indeed be ‘outrage,’ so that motivations for change are high (Davies 2008).

Notes

References

1 - This essay is based on funding received from the Ubuntu Network for a project titled: ‘The influence of teacher educator identity on the teaching of social and global justice issues.’ Audrey Bryan and Anne Rath are co-principal investigators on the project.

2 - The lectureship in Development Education in the School of Education, UCD, is funded by a multi-annual Development Education Grant from Irish Aid. 3 - Post-Graduate Diploma in Education (PGDE) students in the School of Education attend a series of compulsory lectures which introduce all PGDE students (irrespective of subject area) to the philosophy and principles of Development Education, as well as active-learning workshops focused on how to incorporate Development Education content and methodologies in the

Andreotti, V. 2006. ‘Soft versus critical global citizenship education’ in Policy and Practice: a Development Education Review. Vol. 3, Autumn 2006, 83-98.

Biccum, A. 2005. Development and the ‘new’ imperialism: a reinvention of colonial discourse in DFID promotional literature. Third World Quarterly 26, 1005-1020.

Bryan, A. 2008. Searching and researching for international development in the formal and informal curriculum: Towards a post-colonial conceptual framework. Policy and Practice: A Development Education Review. 7(1).

Davies, L. 2005. Schools and war: urgent agendas for comparative and international education. Compare 35 (4), 357-371.

Gleeson, J., P. King, S. O’Driscoll and R. Tormey. 2007. Development Education in Irish post-primary

classroom context. Students develop and deliver lesson plans with a Development theme or

schools: knowledge, attitudes and activism. Shannon Curriculum Development Centre, Curriculum

focus, which becomes part of their PGDE teaching portfolio. PGDE students are also introduced

Evaluation and Policy Research Unit, University of Limerick and Irish Aid.

to Development Education themes via a module on Inclusive Education. The School of Education also offers two masters level electives for in-career educators with a specific International Development focus, the first of which, ‘Education and Development,’ focuses on ‘Key issues and institutions in International Educational Development’. The second module, ‘Development Education’ is focused on ‘Embedding a global ethical dimension in educational settings.’

(See module descriptions in the text).

Collectively, these modules constitute a Professional

Development Specialism in Development Education within the School of Education.

Hayes, C. 2003. New complete geography. Dublin: Gill and Macmillan.

Moyo, D. 2009. Dead Aid: why aid is not working and how there is another way for Africa. Allen Lane: Penguin.

Rizvi, F., B. Lingard, and J. Lavia. 2006. Postcolonialism and education: negotiating a contested terrain.

Pedagogy, Culture and Society. 14 (3), 249-262.

Scott, A. O. 2005. Feeding Europe, starving at home. New York Times. http://movies.nytimes. com/2005/08/03/movies/03darw.html Smith, M. 2004a. ‘Mediating the world: development, education and global citizenship’ in Globalisation, societies and education Vol. 2 (1), 77-81.

Smith, M. 2004b. ‘Contradiction and change? NGOs, schools and the public faces of development’ in Journal of International Development Vol. 16 (5), 741-749.

Tikly, L. 2004. Education and the New Imperialism. Comparative Education 40 (2), 173-198.

Van Dijk, T.A. 1997. ‘Political discourse and racism: describing others in western parliaments’ in Riggins (ed.) The language and politics of exclusion: others in discourse. Sage: Thousand Oaks, 3165.

Vavrus, F. 2003. Desire and decline: schooling amid crisis in Tanzania. New York: Peter Lang.

Young, R. 2003. Post-colonialism: a very short introduction. Oxford: Oxford University Press. S.H.

142

Continuing Professional Development day for Teaching Practice tutors - University of Limerick - 15 February 2007 Deirdre Hogan and Mags Liddy, Ubuntu Network A Continuing Professional Development day was held for Teaching Practice tutors at the University of Limerick in order to build an appreciation of Development Education. The tutors included a wide range of current and retired teachers, academics from departments in UL and other colleges. Approximately 35-40 tutors from different subject areas and disciplines attended.

Deirdre Hogan and Mags Liddy, Ubuntu Network, gave a presentation

Comments from the evaluation

“ “ “

It made me think seriously about making a positive effort to integrate this into my teaching’

These are highly political issues. Pupils should be exposed to argument and counter-argument. It is good to see that TP is evolving in light of international developments’

If critical thinking and moral/ethical principles are basic to good teaching then the DE/ESD element is nearly redundant. But a good idea if a critical consciousness is new to teachers. Useful’

exploring development concepts, questioning aspects of economic

Further discussion and review of Teaching Practice assessment

development versus social and environmental concerns and

procedures is ongoing and is timely as this can be done in conjunction

highlighting the difficult decisions required by the concept of

with the overall review of education programmes within UL.

sustainable development. Following the presentation a small group task of prioritising development objectives was implemented. This activity addressed the debate and also enhanced consensus decisionmaking techniques. A further background document on development and sustainable development was distributed to participants.

143

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Development Education Book and Video Club: Educating Teacher Educators Authors

Findings Power, relevance and compelling nature of video (especially) and to lesser extent biography to promote DE dialogue

Paul Conway, University College Cork Anne Rath, University College Cork

“My impression initially is that it is hard to actually SEE what we already know is going on. Facing it on TV and talking about the isues is something we quite often avoid”

Purpose In what ways can a book/video club promote a dialogue about development issues and Development Education (DE) in teaching and teacher education?

What is the potential of a book/video club to create context for a community of practice focused on integrating Development Education into teaching and teacher education?

– Quote from data following disucssion of The Constant Gardner

Interlinkage between global and local issues

‘The Constant Gardener’ and ‘Banker to the Poor’ were discussed at the book/video club

– Quote from data following discussion of Paveen Lackeen

Rethinking core concepts and assumptions

Methodology

The book/video club met 4 times during 2006/07. Each session was facilitated by one member of the group. Field notes, reflection sheets on book/video club meetings and transcript of dialogue at selected meetings was collected.

The Book/Video Club Process Book & Video Club

“…I was struck by the ways in which this film Paveen Lackeen generated many themes and was linked to prevous film viewings (i.e. Rabbit Proof Fence)”

10 teachers & teacher educators 4 meetings in 2006-2007 READ/VIEW & DISCUSS: Videos: Constant Gardner; Paveen Lackeen; Rabbit Proof Fence Book: Banker to Poor the Poor

Q. 1

Q 2.

Q 3.

Usefulness of book or video to understand development?

What were the key DE issues?

How to integrate into PDE?

“…relationship between dominant disciplinary frameworks and how they construct and restrict our understanding of poverty” o Quote from data after Banker to the Poor

Consider how West is positioned vis-à-vis development issues in other parts of world “…it was interesting to focus on an Asian example of development – having already looked at African and Australian vis-à-vis the role of Western power and people” – Quote from data following Banker to the Poor discussion

Conclusion Data collected: Reflection sheets & conversation

Book/video Club provides a powerful and generative context for dialogue about development issues.

Video and book (especially autobiography) provide opportunity to understand our ‘positionality’ as individuals and as a community in the West vis-à-vis development issues in the wider world.

Challenge of creating and sustaining a community of practice focused on integrating DE into PDE will necessitate a number of developments in the Education Department.

144

For more information on this project, please contact Paul Conway or Anne Rath, Department of Education, University College Cork Email: pconway@education.ucc.ie or A.rath@ucc.ie

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

The Use of Immersive Virtual Worlds in Development Education

Authors

Research Programme

Tim Savage, Trinity College Dublin Ann Fitzgibbon, Trinity College Dublin Graham Heap, Trinity College Dublin

Strategic Aims The strategic aims of this research programme are: To create the virtual Islands with rich resources, artefacts and experiential learning experiences To promote and disseminate the work to related stakeholders and the ethos of the NGO’s, ENGO’s and related agencies To provide content and artefacts from global and local interested stakeholders and participating communities

Research Focus The Murias Islands are created for Teachers and Students to explore “Second Life” for use in the teaching and learning of concepts in Development Education.

The target groups for this research are Teacher Educators, Teachers, Student Teachers, and young people in formal and informal education.

“Second Life” is a massively multiplayer online game (MMOG) more information at: http://secondlife.com/

145

Funded by Irish Aid Principal Investigator: Tim Savage The Research Programme is divided into the following vital streams: The creation of two islands: Teachers Island and Student Island populated with rich content from Development Education resources and provide areas for exploratory and structured learning experiences The creation, implementation, and evaluation of a series of training courses in the use of Immersive Virtual Worlds in Development Education An in-depth research evaluation of these implementations and their value to teaching and learning within a virtual environment and in a Development Education context to be undertaken and shared to all interested parties The pursuit of a rigorous research programme to establish best practice, identify gaps in the peer reviewed literature, and publish our own findings from the teaching and learning implementations CRITE is a multi-disciplinary collaboration between the Schools of Education and Computer Science & Statistics

For more information on this project, please contact Tim Savage, Principal Investigator, Centre for Research in IT in Education, Trinity College Dublin, Tel: 01 896 3625 Email: Tim.Savage@cs.tcd.ie

TCD Development Studies Website – Project Report

material and resources on each of the Millennium Development Goals alongside information on a range of other topical development issues including food prices, trade liberalisation, water, the role of NGOs and

Ann Fitzgibbon and MicheĂĄl Collins, Trinity College Dublin

climate change. The website will also offer student teachers a profile of the work of Ireland abroad via various Irish Aid supported projects.

This profile, covering projects and partner countries, will be structured such that the material can be accessed and used by student teachers

Rationale

in their classes. Finally, the website will provide access to video and

The main rationale of this project is to facilitate access to new web-

audio feeds of the TCD Millennium Development Goal lecture series; a

based Development Education materials, including online lectures

public series delivered by leading national and international speakers

and presentations, for working student teachers in Trinity College

on development topics.

and beyond. Student teachers, busy with teaching, find the flexibility of web-based materials useful. We look to further improve access to

It is envisaged in future years (as the website progresses) that it will

the current lessons and materials already available to other courses

act as an outlet for the sharing and dissemination of student teaching

dealing with Development issues in Trinity via the further development

projects which will be focussed around the Millennium Development

of our website. We also intend to make this material available to

Goals.

individuals outside of the college.

Project Key Tasks Aim The aim of the project is to further integrate Development Education materials into Trinity College’s Development Studies website. This will help to provide improved services to Development Education students and increase the amount of resources currently provided.

The completed site will provide student teachers with access to 146

1. Incorporate current teaching materials (such as those based around the MDG Lecture Series) and lessons into the Development Education section of the website.

2. Develop an on-line platform to facilitate the sharing of assignments by Development Education students on projects related to the MDGs.

3. Further incorporate the MDG Lecture Series (a series of evening lectures presented by experts in different fields) into the Development Education component of the website. Make these available to groups outside of the university.

Deliverables/Outcomes 1. The Development Education section of the website has been enhanced with the provision of course materials (lecture notes etc) and useful resources for teachers preparing Development Education lessons (see figures 15-18).

2. The Millennium Development Goals lecture series has been formally incorporated into the Development Education programme with current students attending these lectures and providing online reviews, written from a Development Education perspective.

Input from Previous Work This project builds on a two year project funded through Trinity College’s Learning Innovation Project. This project facilitated the development of a comprehensive website for the delivery of Development Studies. We now look to leverage this project more specifically for Development Education.

Follow-up To assess the impact and effectiveness of the Development Studies website a future study is planned. This will draw on data collected through surveys of student teachers who have taken the courses and used the site. It will also use detailed data collected from the website via analytical software which monitors the users accessing the site.

When viewed together, both data sources are intended to provide an insight into the impact of the Development Studies website and to

3. The redesigned Development Education website contains a section dedicated to the sharing of assignments by Development Education students on projects related to the MDGs. This platform will allow for the presentation of lesson plans as well as teaching guides which will contextualise the chosen topics.

4. The Millennium Development Goals lecture series has been made available to Development Education students and to groups outside the university via the TCD i-tunes website (see: http:// itunes.tcd.ie and figures 19-20).

147

explore the potential for future improvements and developments.

The website address is www.tcd.ie/Economics/DevelopmentStudies

Figure 15 - TCD Development Studies Website: Homepage - www.tcd.ie/Economics/DevelopmentStudies

148

Figure 16 - TCD Development Studies Website: Development Education Section

149

Figure 17 - TCD Development Studies Website: Development Topics and Resources

150

Figure 18 - TCD Development Studies Website: Development Topics and Resources

151

Figure 19 - TCD i-tunes Website - http://itunes.tcd.ie

152

Figure 20 - TCD i-tunes Website: MDG Lecture Series Section

153

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

Developing Emotional Competencies in Teacher Education Through Development Education

Authors

Mayer, Salovey and Caruso 4 Dimensions of Emotional Intelligence Model

Roisin Corcoran, University of Limerick Roland Tormey, University Limerick

What emotions are you, and others, experiencing?

Purpose What level of emotional intelligence (as measured on the MSCEIT, triangulated with qualitative interviews) do student teachers have?

PERCEIVE

MANAGE

Can an emotional intelligence workshop series with development education elements give rise to a significant increase in their level of emotional intelligence?

How do you manage your emotions and other’s emotions?

What is the impact of the development education elements of the workshop?

How are these emotions directing and impacting thinking?

USE

UNDERSTAND

What caused these emotions?

How might these emotions change?

A randomised control sample experimental methodology was used. Both quantitative (Scores on MSCEIT Emotional Intelligence test) and qualitative data (Field Notes and Interview data) was collected on third year undergraduate teacher education students in PE, Science, Engineering, and Construction Studies.

Experiment Group (15 people)

Administered

Control Group 1 (15 people)

MSCEIT Readministered

Pre Teaching Practice Interviews

Control Group 2 (70 people)

Teaching Practice

Average MSCEIT Score for the cohort was 95.1. This is significantly lower than the average score for the population as a whole (100). The average score different class groups were: PE 99.5; Science 94.3; Construction 89.5; Engineering 84.9.

The mean score for total level of EI, in both control and experimental groups decreased slightly from pre-intervention test to post-intervention test.

In the experimental group, the mean score for managing emotions showed a marked increase from pre- to post-intervention test

Methodology

MSCEIT

Results

Selected Post Teaching Practice Interviews

The marked decrease in mean score for perceiving emotions from pre- to post-intervention test may be due to respondents over-analysing their responses in the post- test.

“My feelings have changed…mining in different countries, distribution of wealth I wouldn't have thought of that as part of a science teacher's job but now I see the value of it after the dev ed that we did”.

– Quote from interview data

Comparing means of the experiment group for test one and two 110 105 100 Pre-Intervention

95

Post-Intervention

90

Field Notes Collected

85

Graphic Illustration of Methodology

154

80

Perceive

Use

Understand

Manage

For more information on this project, please contact Roisin Corcoran, Department of Education and Professional Studies, University of Limerick Tel: 061 213 460, Email: roisin.corcoran@ul.ie

Developing Emotional Competencies in Teacher Education through Development Education

of this trend is the work on Multiple Intelligences (Gardner 1983; 1993) and on Emotional Intelligence (Goleman 1996; Mayer et al. 2000; BarOn 2002). Salovey and Mayer have defined emotional intelligence

Roisin Corcoran and Roland Tormey, University of Limerick

as ‘the ability to perceive and express emotions, to understand and use them, and to manage emotions so as to foster personal growth’ (Salovey et al. 2004, 506), and have used this definition to develop a framework of skills or competencies which can be used in turn

Introduction

to give rise to an overall measure of emotional intelligence. In their model emotional intelligence is broken down into four components,

Emotion is now being granted a more prominent position in areas

each representing a class of skills. The four categories utilised are (1)

such as the study of moral or pro-social behaviour (Hoffman 2001).

Perception, Appraisal, and Expression of Emotion; (2) Using Emotion

Its importance is also increasingly being recognised in Development

to Facilitate Thinking; (3) Understanding and Analysing Emotional

Education (Tormey 2005). This study sought to identify the level of

Information; and (4) Managing the Regulation of Emotion. Each of

emotional competence of a group of student teachers as measured by

these areas, Perception, Using, Understanding and Regulation are

the MSCEIT emotional intelligence skills test. It also sought to identify

described below.

if a Development Education course aimed at increasing their levels of emotional intelligence would have any impact upon their skills level.

Although the initial results appeared to suggest that the course had little impact, closer analysis showed that it had a marked impact in some areas of emotional competences.

Rationale Recent work in psychology and in Development Education reflects a broader trend in psychological research towards recognising the role of emotion in human capacities. Perhaps the best-known representation 155

• Perception, Appraisal, and Expression of Emotion: an individual’s ability to recognise, appraise and express their own emotional states (congruence) as well as the ability to empathise with and recognise the emotional states of others.

• Using Emotion to Facilitate Thinking: an individual’s ability to use emotional states to aid problem-solving and creativity as well as the individual’s ability to capitalise on mood swings in the knowledge that moods generate a mental set which in some cases (happy moods) are useful for thinking intuitively or creative thinking and in others (sad moods) are useful when one needs to

solve problems slowly with more attention to specific details.

• Understanding and Analysing Emotional Information: Employing Emotional Knowledge: an individual’s ability to label and recognise emotions and also the relationships between various emotions.

• Managing the Regulation of Emotion: an individual’s openness to experience various moods and emotions and to generate or manage emotions in ones self and others towards desired ends.

Unlike other attempts to assess emotional intelligence, the Mayer, Salovey and Caruso Emotional Intelligence test (MSCEIT) is based on the person’s ability to undertake given tasks – as such it is not a ‘selfreport’ test:

This research sought to address a number of key questions: 1. What level of emotional intelligence (as measured on the MSCEIT triangulated with qualitative interviews) do student teachers have?

2. Can an emotional intelligence workshop series with Development Education elements give rise to a significant increase in their level of emotional intelligence?

3. What is the impact on the Development Education elements of the workshop?

An experimental methodology, based on a randomised-control trial approach was chosen as this allowed us to minimise the effects of intervening variables and to draw conclusions from relatively small numbers. The methodology is graphically illustrated below.

Figure 21 - Graphic Illustration of Methodology

involves problem-solving with and about emotions. Such ability tests measure something relatively different from, say, self-report scales of

156

Selected Post- Teaching Practice Interviews

Control Group 2 (70 people)

Teaching Practice

Control Group 1 (15 people)

MSCEIT Re-administered

(Mayer et al. 2003, 98)

Intervention Group (15 people)

Pre teaching Practice Interview

EI with which correlations are very low

MSCEIT Administered

“

The MSCEIT and its predecessors are based on the idea that EI

Methodology

Undergraduate student teachers were invited to participate in a

students were interviewed again after undertaking teaching practice

series of workshops aimed at developing their emotional intelligence

to identify if their increased awareness of the skills of emotional

capacity through a range of activities, including Development

intelligence had impacted upon their teaching; however that data is

Education activities. Of the students that applied, 30 were selected at

not addressed in this paper.

random (through the process of random allocation to tutorial groups by the university administration). This 30 were further divided into an intervention and a control group, again using a random selection methodology. The MESCIT-2 was administered to these two groups of students. One group then undertook the emotional intelligence competencies workshops, while the other did not and continued with their studies as normal. At the end of the process the MSCEIT was re-administered to both the intervention and control group to identify what changes (if any) had occurred. These students also participated in qualitative interviews exploring their own perceptions of emotion, of emotional skills and of their learning through their course. At this time the MSCEIT was also administered to another group of 70 students selected using a stratified random sampling methodology. This gave us MSCEIT (emotional intelligence) scores for 100 students in total; 50 male and 50 female. The course of study was broken down as follows: 25 in Physical Education, 23 in Engineering (metalwork), 26 in Construction (woodwork) and 26 in Biological and Physical Science.

Given the gender imbalance in the courses of study, the male student teachers were largely drawn from the engineering and construction programmes and female students were largely drawn from physical education and science programmes. In the later phases of the work, 157

Findings Our first question asked what level of emotional intelligence student teachers have. The analysis will firstly look at total scores for emotional intelligence; that is an average score encompassing all four skills (perceive, use, understand and manage). Then each of these skills will be analysed separately. As with other intelligence tests, MSCEIT scores are constructed so that the average score for the population would be expected to be 100, with a standard deviation of 15. The average score for the 100 students on the MSCEIT was 95.01. This is within the competent range, but is below the expected average score of 100.

Our second question asked whether or not the intervention (the emotional competencies/Development Education course) would have a significant impact upon the emotional intelligence of the students studied. As the figures below show, the mean score for managing emotions in the test group shows a marked increase from test one to test two, although the mean score for perceiving emotions reduced, perhaps due to the students over-problematising the test images. It is possible that participants over-analysed the pictures during test two

as a result of the activities performed during the intervention. This may

Our third question addressed the Development Education outcomes

have lead to the decease in scores. No significant differences were

of the workshop. These were assessed positively by the students

found in the control group.

who highlighted a broadening of their understanding of the whole person, of the learner and the broader social context of their subject

Figure 22 - Comparing means for the experiment group for test one and two.

disciplines. This is illustrated in the attached quotes:

110 ExpT1

MSCEIT SCORES

105

ExpT2

100 95

“

90

80 PERCEIVE

USE

UNDERSTAND

MANAGE

EI COMPONENTS

each other. Definitely aware of Development Education now (Q2C) My feelings have changed… mining in different countries,

100

a picture to explain something, it doesn’t have to be boring, I feel

Control T1

more positive about the whole thing [Development Education]

Control T2

teaching in general (Q2A)

85 80 UNDERSTAND

EI COMPONENTS

that we did. (Q2D)

my teaching, things like pictures. I would never have thought of

90

USE

95

PERCEIVE

science teacher’s job but now I see the value of it after the Dev Ed

Definitely feel different, I feel like I can bring these things into

110 105

Figure 23 - Comparing means for the control group between test one and two.

MSCEIT SCORES

It got you more involved. Encouraged group work, we got to know

distribution of wealth, I wouldn’t have thought of that as part of a

85

158

I think this module has stood out the most, over the last three years.

MANAGE

I suppose I thought I was only going to be teaching PE and English,

teaching values and beliefs I didn’t look outside the box. Pupils are

rounded people they need more than that, a lot of things I can

bring in from the outside world, the speakers, the whole world rather than being boxed in (Q2B)

Conclusion

References

Emotions and empathy are increasingly being recognised as an

Bar-On, R. 2002. ‘Emotion and social intelligence: insights from the emotional quotient inventory’ in R.

important component of pro-social action, such as Development Education seeks to promote. This project sought to develop the emotional understandings and capacities of a group of student teachers through a Development Education focused workshop series. The data shows that a significant increase in some emotional

Bar-On and J.D.A. Parker (ed.) The handbook of emotional intelligence. San Francisco: Jossey-Bass.

Gardner, H. 1993. Frames of mind: the theory of multiple intelligences. London: Fontana.

Gardner, H. 1993. Multiple intelligences: the theory in practice. New York: Basic Books.

Goleman, D. 1996. Emotional intelligence, why it can matter more than IQ. London: Bloomsbury Publishing.

Hoffman, M.L. 2001. ‘Towards a comprehensive empathy-based theory of prosocial moral

intelligence skills can be achieved through such a workshop. The

development’ in A.C. Bohart and D.J. Stipek (eds.) Constructive and destructive behaviour,

workshop was also found to increase the students’ sense of their

implications for family, school and society. American Psychological Association.

capacity to teach the whole person, and to integrate Development Education methodologies and concepts into their teaching within their disciplines.

Mayer, J.D., D.R. Caruso, and P. Salovey. 2000. Emotional intelligence meets traditional standards for an intelligence. Intelligence vol. 27 (4), 267-298.

Mayer, J. D., P. Salovey, D.R. Caruso, and G. Sitarenios. 2003. Measuring emotional intelligence with the MSCEIT v2.0. Emotion vol. 3 (1), 97-105.

Tormey, R. 2005. The costs of values: questioning the application of the term in Development Education. Development Education Journal vol. 11 (2), 9-11.

159

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

A Forum for Exploring Intercultural and Development Education Issues with Pre Service Second Level School Teachers Authors

Timeline for our intervention 2006-2007

Fiachra Long, University College Cork Anne Rath, University College Cork

Breakout Seminars for PGDE Students announced at lectures: Initial Surveys and Questionnaires

Purpose To provide a support structure in the Postgraduate Diploma in Education (PGDE) that enables student teachers to explore and make links with DE/ESD and multicultural issues To build links with schools involved already in DE/ESD projects or those willing to get involved To build a shared understanding with staff of the Department on Ubuntu themes

Inner PGDE Experience

October ‘06

New Pedagogies in Schools - 2 schools ran a Cultures day or week - Stories of the Immigrants featured in lessons - Visual aids used in (language) teaching helped (general) communication New pedagogies for PGDE Students/Lecturers - Shared reading of Cristina Igoa to help conceptualise - More interaction with parents of immigrant children at staff-parent meetings-more engagement with issue with others - Ongoing leadership by PGDE students. Intervention leads to new identity –PGDE student viewed as ‘expert/leader’ - Listening as a new pedagogical intervention for lecturers

Meeting 2: Background Stories: Other students come and talk Some students decide to lead interventions in their school sites December ‘06

Meeting 3: Research Instruments designed and issued Group Forms (10-12/ 200)

January ‘07

Meetings 4-5: Seminar style interventions that modelled the skills of inquiry

Meeting 6: School Inventions Described

March ‘07

May ‘07

Outer World Experience of Students

Linking with

5 schools involved, 10-15 Students involved out of a cohort of 200 on a voluntary basis

Meeting 1: Initial Stories “My interest stems from…”

Maeve: “School took place under a tree every morning for about 3 hours (depending on the heat). There were up to 80 children at school every day. They were from ages 0 to 15…with the permission of the elders I performed first aid on minor cuts and infections, conjunctivitis, scabies and impetigo after school everyday. I was only there for 3 months.”

Cathy: “I taught for six months as a volunteer in St Lucia, West Indies…I knew before I went that all my students would be coloured but I wasn’t as prepared as I thought and I was taken aback by the black faces looking at me. I was so white and they told me so!”

Michael on Navopache Reservation: “What will their children learn at school? Will it be an Indian history of education…or will there be token acknowledgement of Indian culture?”

Siobhán writes: “I was a gaijin, a foreigner in the school amongst Japanese pupils and teachers. I felt, in essence, like a fish in a fishbowl.”

UCC Multiculturalism Research Group March 2007 consisted of Dr Fiachra Long and Dr Anne Rath, Lecturers in Education with the interventions of Siobhan Cahalane, Cathy Cole, Aedamur Kelly, Clodagh O’ Rourke and Michael Twomey, PGDE Students and occasional narrative inputs from Maeve Cummins and others

160

For more information on this project, please contact Fiachra Long or Anne Rath, Department of Education, University College Cork Tel: 021 4902 262 or 021 4903128, Email: flong@education.ucc.ie or a.rath@ucc.ie

♦ UBUNTU NETWORK ♦ DIALOGUE DAY ♦ 4TH MARCH 2008 ♦

The Polish School in Cork: Recognising Polish Voices in Irish Education

Authors

New Multicultural Context – Year ending April ‘06

Fiachra Long, University College Cork Stephen O’Brien, University College Cork

• •

Purpose To critically investigate a recent Polish Government educational initiative - the Polish weekend schools - from the perspective of key actors, providers, teachers, students

•

To set this empirical work in the context of key ideas from established conceptual paradigms of multicultural and Development Education (DE)

Group workshop meetings with PGDE students Ethnographic Interviews with Polish Embassy staff; teachers and students of the School School Visits and Observation Literature Review

- Aedamur on a Lithuanian pupil she taught “They [polish schools] are giving them possibility to come back to Polish educational system”

- Polish Embassy Attaché

Timeline for our interventions 2007-2008

Initial Surveys and Questionnaires

Meeting 2: Joe Mc Carthy, Principal of St Patrick’s Boy’s School addresses the Group

Polish community: 23% of Polish community are educated to Degree or Higher level (twice as many Polish women as men) [CSO 2007]

“He had English but just didn’t want to talk. And there were a few things going on. I think, first of all, like he was in an age inappropriate class. He was also much taller, older, and he just didn’t gel with the group”

Method

Breakout Seminars for PGDE Students announced at lectures:

More Polish persons (1.5%) than black (of African or Irish identity) persons (1%), Asian or Asian Irish (1.3%) and Irish travellers (0.5%)

Quotes from interviews

A critical review of concepts such as identity, integration

Meeting 1: to establish the group. A Polish theme emerges

26 % immigrants are from Poland; one in three males work in construction

Meeting 4: Stephen interviews Agnieszka at Polish Embassy on 7th December 2007

Visit 1 to Polish school 19th January, 2008

Analysis and Poster Presentation 4th March, 2008

“…the danger would be that people would come to come to Ireland and say, we’ll forget Polish now, look you are in Ireland, they speak English, you have to learn English. Concentrate on your English, look forget…forget Polish. You know…I don’t think they have that mentality.”

- Joe McCarthy, Principal of Host School (St Patrick’s Boys School)

Visit 2 to Polish School 9th February, 2008

Meeting 3: Tedele Hagos Belay on Ethiopian education on 6th December 2007

161

For more information on this project, please contact Stephen O’ Brien or Fiachra Long, Department of Education, UCC Tel: 021 490 3473 or 021 490 2262; Email: s.obrien@ucc.ie or flong@education.ucc.ie

What does Ubuntu mean?

Ubuntu (Zulu) is a Sub-Saharan philosophy and way of life that emphasises cooperation, compassion, community and concern for the interests of the collective, for others, and respect for the dignity of personhood.

Roughly translated into English, it means ‘humanity towards others’ or ‘I am because we are, and we are because I am’.

It has some similarity with the Irish seanfhocal - Ní neart go cur le chéile (no strength without unity).

For more information please go to the Ubuntu Network Website at www.ubuntu.ie or contact: Mags Liddy, Ubuntu Project Coordinator Joanne O’Flaherty, Research Associate Department of Education & Professional Studies, University of Limerick, Limerick

162