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International Journal of Development Education and Global Learning最新文献

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Exploring the final examination test item characteristics of Pancasila and civic education 探讨潘卡西拉期末考试试题特点与公民教育
International Journal of Development Education and Global Learning Pub Date : 2021-12-29 DOI: 10.31763/ijele.v3i3.435
S. Fajaruddin, H. Retnawati, Eri Yusron, Vinni Sofyaningsih
{"title":"Exploring the final examination test item characteristics of Pancasila and civic education","authors":"S. Fajaruddin, H. Retnawati, Eri Yusron, Vinni Sofyaningsih","doi":"10.31763/ijele.v3i3.435","DOIUrl":"https://doi.org/10.31763/ijele.v3i3.435","url":null,"abstract":"The study aims at exploring the final examination test items to identify the quality of the test items as an evaluation instrument. The study is descriptive quantitative research that pursues the document analysis to view the Final Semester Examination test item characteristics of Pancasila and Civic Education in Grade VIII of State Madrasah Tsanawiyah (Madrasah Tsanawiyah Negeri 3 or MTs Negeri 3) in the Regency of Gunungkidul, the Province of Yogyakarta Special Region, within the 2020/2021 Academic Year. In analyzing the data that have been collected, the researchers have adopted the approach of Item Response Theory (*IRT) using the R Program assistance. The results of the study show that the Final Semester Examination test items of Pancasila and Civic Education are more appropriate to be analyzed by using the SPL Model. The degree of difficulty for these items falls into the “Good” quality within the range -4.0 until +4.0. On the contrary, the item discrimination capacity ranges between 0.079 and 4.891 with the “Moderate” quality.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85318344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teachers’ conceptual understanding of inquiry-based approach (IBA) at secondary schools in Tanzania 坦桑尼亚中学教师对探究性教学法的概念理解
International Journal of Development Education and Global Learning Pub Date : 2021-12-29 DOI: 10.31763/ijele.v3i3.159
Mushi Saumu Athumani, I. Ahmad, Nik Suryani Nik Abdul Rahman
{"title":"Teachers’ conceptual understanding of inquiry-based approach (IBA) at secondary schools in Tanzania","authors":"Mushi Saumu Athumani, I. Ahmad, Nik Suryani Nik Abdul Rahman","doi":"10.31763/ijele.v3i3.159","DOIUrl":"https://doi.org/10.31763/ijele.v3i3.159","url":null,"abstract":"The purpose of this qualitative study was to explore conceptual understanding of geography teachers of Inquiry-Based Approach (IBA) for teaching Geography subject. The researcher adopted the case study research design, and the study was conducted on eleven geography teachers from four Secondary schools at Morogoro Municipality, Tanzania. The findings indicate a mixed conceptual understanding of the interviewed geography teachers on the meaning of IBA although some of them seems to experience the use IBA features in their teaching. A lesson can be drawn from this study to inform the area of teaching and teachers development in Tanzania. The study recommended that to make the most use of inquiry-based approach of teaching and learning especially in geography subject, teachers have to be updated now and then on how to effectively use it in the classroom.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82520438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Global citizenship education in Nepal 尼泊尔的全球公民教育
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.05
Rabia Shah, P. Brett
{"title":"Global citizenship education in Nepal","authors":"Rabia Shah, P. Brett","doi":"10.14324/ijdegl.13.2.05","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.05","url":null,"abstract":"\u0000The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal’s relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the ‘macro’ context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the ‘meso’ context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the ‘micro’ context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ecological global citizenship education: a reframing 生态全球公民教育：重构
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.03
Alyson Jenkins
{"title":"Ecological global citizenship education: a reframing","authors":"Alyson Jenkins","doi":"10.14324/ijdegl.13.2.03","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.03","url":null,"abstract":"\u0000A reconceptualization of education for sustainability and global citizenship education (GCE) is proposed, considering evidence from the United Nations decade of education for sustainable development (ESD) and from research with policymakers and adult educators in Wales. In this reframing, global citizenship education is foregrounded, and the model is underpinned by an ecological ethos, where webs of interconnections are highlighted. The model is informed by critical and holistic adult education, and it includes a focus on relational learning and on the affective domain, where emotions are recognised and valued alongside the rational and cognitive. These elements are supported by an ethic of care, which is introduced as a starting point for making what can appear as abstract concepts or remote issues, immediate and relevant to learners’ lived experience. The synthesis of the various theoretical perspectives embodies an inclusive ‘ecological global citizenship education’, where educators and learners are supported to engage with difficult and emotive topics. Dialogue is proposed as the method at the centre of a pedagogy that is critical and humanistic, and that facilitates and supports the often-uncomfortable learning as we honestly and critically examine ourselves and our world within a learning community.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48952986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Pedagogy of hope: global learning and the future of education 希望教育学：全球学习与教育的未来
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.01
D. Bourn
{"title":"Pedagogy of hope: global learning and the future of education","authors":"D. Bourn","doi":"10.14324/ijdegl.13.2.01","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.01","url":null,"abstract":"\u0000Global events such as the COVID-19 pandemic, the climate emergency campaigns and the Black Lives Matter movements have recently posed challenges for educationalists about their role, particularly in relation to promoting positive visions of the future. Development education and global learning has a major contribution to make within these agendas, particularly if it brings into its practices the ideas of Paulo Freire and his concept of the pedagogy of hope. Hope can often be considered an idealistic and utopian term, but if it is grounded in real life issues and challenges, then it can provide a valuable approach to learning about global issues. Recent examples in the UK and the initiative by UNESCO on Futures of Education demonstrate ways in which questions can be posed about the future of education that can be empowering to all learners.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43615399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
A sour taste in your mouth: consumer privileges and the socio-ecological imperatives of chocolate as pedagogy 你嘴里的酸味：消费者特权和巧克力作为教育学的社会生态要求
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.04
Bob O. Manteaw
{"title":"A sour taste in your mouth: consumer privileges and the socio-ecological imperatives of chocolate as pedagogy","authors":"Bob O. Manteaw","doi":"10.14324/ijdegl.13.2.04","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.04","url":null,"abstract":"\u0000This article describes how I use autoethnography as a methodological approach to display the multiple layers of my consciousness as a critical global sustainability educator. I use writing to demonstrate how my reflective processes on my work with chocolate as pedagogy in schools facilitate an exploration of the philosophical and pedagogical underpinnings of what it means and what it takes to educate for sustainability and global awareness and in culturally diverse settings. My desire here is to share insights by writing, describing, examining and theorising my experiences of using chocolate as a pedagogical resource for global education and socio-ecological learning to university students. By using autoethnography, I take the position that writing is a way of knowing, as well as a method of self-discovery and analysis. My aim, therefore, is simple: to use autoethnography as a processual avenue to demonstrate how I used cocoa production in Ghana, and chocolate consumption around the world, to deepen understandings of larger issues around production and consumption, as well as the linkages between learning, society and sustainability. In doing so, I foreground my personal reflective experiences in using chocolate as a teaching resource. Those experiences are objectified as the focus of the research, and I become the subject of research.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45836680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The contribution of empathy-based pedagogy in global citizenship education: Kazakhstani context 基于移情的教育学在全球公民教育中的贡献：哈萨克斯坦背景
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.02
Natalya Hanley
{"title":"The contribution of empathy-based pedagogy in global citizenship education: Kazakhstani context","authors":"Natalya Hanley","doi":"10.14324/ijdegl.13.2.02","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.02","url":null,"abstract":"\u0000This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people encouraged the students to participate in critical discussion, deepen their knowledge and become emotionally engaged with global issues. It also explores some of the challenges created by conceptual confusions related to the cultural features within Kazakhstani society.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44562000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom 非殖民化发展实践教学法:同步在线课堂的前进道路和持续挑战
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.06
Emily van Houweling
{"title":"Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom","authors":"Emily van Houweling","doi":"10.14324/ijdegl.13.2.06","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.06","url":null,"abstract":"\u0000Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online Master of Development Practice programme at Regis University, USA. Six pedagogical approaches are described in light of their successes and remaining challenges: building community, learning from each other and co-creating knowledge, opening spaces for participation, de-centring Western voices and epistemologies, focusing on the critical thinking, reflection and action cycle and creating connection in virtual spaces.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48291799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj 书评:《和平与人权教育:导言》，作者:玛丽亚·汉佐普洛斯和莫尼莎·巴贾杰
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.08
G. Sainz
{"title":"Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj","authors":"G. Sainz","doi":"10.14324/ijdegl.13.2.08","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.08","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book review: Policy and Practice: A development education review. Fifteenth anniversary special edition, edited by Antonella Acinapura, Niamh Gaynor, Bernie Grummell, Su-ming Khoo, Mags Liddy, Benjamin Mallon, Gabriela Martínez Sainz, Gerard McCann and Stephen McCloskey 书评：《政策与实践：发展教育评论》。十五周年特别版，由Antonella Acinapura、Niamh Gaynor、Bernie Grummell、Su ming Khoo、Mags Liddy、Benjamin Mallon、Gabriela Martínez Sainz、Gerard McCann和Stephen McCloskey编辑
International Journal of Development Education and Global Learning Pub Date : 2021-12-14 DOI: 10.14324/ijdegl.13.2.07
Giannis S. Efthymiou
{"title":"Book review: Policy and Practice: A development education review. Fifteenth anniversary special edition, edited by Antonella Acinapura, Niamh Gaynor, Bernie Grummell, Su-ming Khoo, Mags Liddy, Benjamin Mallon, Gabriela Martínez Sainz, Gerard McCann and Stephen McCloskey","authors":"Giannis S. Efthymiou","doi":"10.14324/ijdegl.13.2.07","DOIUrl":"https://doi.org/10.14324/ijdegl.13.2.07","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44567048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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