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International Journal of Development Education and Global Learning最新文献

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Arabic language teaching evaluation process for non-native speakers 针对母语非阿拉伯语者的阿拉伯语教学评价程序
International Journal of Development Education and Global Learning Pub Date : 2020-12-28 DOI: 10.31763/IJELE.V3I1.157
Taqi Eddin M. Abdelbaset, N. Jabari
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引用次数: 2
Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education 津巴布韦采用最新小学课程的情况：对教职员工发展和优质教育的影响
International Journal of Development Education and Global Learning Pub Date : 2020-12-27 DOI: 10.31763/ijele.v2i2.99
D. Gasva, R. Phiri
{"title":"Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education","authors":"D. Gasva, R. Phiri","doi":"10.31763/ijele.v2i2.99","DOIUrl":"https://doi.org/10.31763/ijele.v2i2.99","url":null,"abstract":"<jats:p />","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84785568","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
Effect of organic chemistry pedagogies with PEOE,VH, and discussion strategies on students’ achievement in Ekiti State, Nigeria 采用 PEOE、VH 和讨论策略的有机化学教学法对尼日利亚埃基蒂州学生成绩的影响
International Journal of Development Education and Global Learning Pub Date : 2020-12-21 DOI: 10.31763/ijele.v2i2.117
V. O. Ajayi, Emmanuel Edoja Achor, E. Otor
{"title":"Effect of organic chemistry pedagogies with PEOE,VH, and discussion strategies on students’ achievement in Ekiti State, Nigeria","authors":"V. O. Ajayi, Emmanuel Edoja Achor, E. Otor","doi":"10.31763/ijele.v2i2.117","DOIUrl":"https://doi.org/10.31763/ijele.v2i2.117","url":null,"abstract":"<jats:p />","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72846903","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
Engaging with the cultural ‘other’: The ‘colonial signature’ and learning from intercultural engagements 参与文化“他者”：“殖民特征”和从跨文化参与中学习
International Journal of Development Education and Global Learning Pub Date : 2020-12-15 DOI: 10.14324/IJDEGL.12.2.03
S. Hoult
{"title":"Engaging with the cultural ‘other’: The ‘colonial signature’ and learning from intercultural engagements","authors":"S. Hoult","doi":"10.14324/IJDEGL.12.2.03","DOIUrl":"https://doi.org/10.14324/IJDEGL.12.2.03","url":null,"abstract":"\u0000In this article, the idea of the ‘colonial signature’ is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews.\u0000Participants’ responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42304730","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
An exploration of how teachers’ attitudes to global learning can be used to inform primary science education 探讨如何利用教师对全球学习的态度为小学科学教育提供信息
International Journal of Development Education and Global Learning Pub Date : 2020-12-15 DOI: 10.14324/ijdegl.12.2.04
A. Strachan
{"title":"An exploration of how teachers’ attitudes to global learning can be used to inform primary science education","authors":"A. Strachan","doi":"10.14324/ijdegl.12.2.04","DOIUrl":"https://doi.org/10.14324/ijdegl.12.2.04","url":null,"abstract":"\u0000This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46801460","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
Editorial: The policy environment for development education 社论:发展教育的政策环境
International Journal of Development Education and Global Learning Pub Date : 2020-12-15 DOI: 10.14324/ijdegl.12.2.01
C. Bentall
{"title":"Editorial: The policy environment for development education","authors":"C. Bentall","doi":"10.14324/ijdegl.12.2.01","DOIUrl":"https://doi.org/10.14324/ijdegl.12.2.01","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48890541","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
Infusing the UN Sustainable Development Goals into a global learning initiative 将联合国可持续发展目标融入全球学习倡议
International Journal of Development Education and Global Learning Pub Date : 2020-12-15 DOI: 10.14324/ijdegl.12.2.02
Sommer Mitchell, H. Swayne, Kara A. Fulton, J. Lister
{"title":"Infusing the UN Sustainable Development Goals into a global learning initiative","authors":"Sommer Mitchell, H. Swayne, Kara A. Fulton, J. Lister","doi":"10.14324/ijdegl.12.2.02","DOIUrl":"https://doi.org/10.14324/ijdegl.12.2.02","url":null,"abstract":"\u0000The Global Citizens Project (GCP) is a university-wide global learning initiative at the University of South Florida, aimed at enhancing undergraduate students’ global competencies through curricular and co-curricular experiences. The GCP uses the United Nations Sustainable Development Goals (SDGs) as a framework for these experiences. Understanding the SDGs allows students to expand their ideas on issues that exist in the world and how we might respond to the challenges. The purpose of this article is to provide a case study showing how the GCP has introduced students from all disciplines and undergraduate degree programmes to the SDGs through interdisciplinary workshops, with the aim of helping them to better understand the SDGs and connect global issues to their academic goals, professional objectives and everyday experiences. To determine whether the aims of the workshops were met, qualitative content analysis is employed to analyse the constructed responses of students who attended them. The results of the study suggest that the SDGs provide a relevant and sufficiently robust framework for guiding undergraduate students in their thinking about global issues as well as their relationship with these issues.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526652","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
Reconceptualizing international mindedness in and for a posthuman world 在后人类世界中重新定义国际意识
International Journal of Development Education and Global Learning Pub Date : 2020-12-15 DOI: 10.14324/IJDEGL.12.2.05
E. B. Hacking, Carol A. Taylor
{"title":"Reconceptualizing international mindedness in and for a posthuman world","authors":"E. B. Hacking, Carol A. Taylor","doi":"10.14324/IJDEGL.12.2.05","DOIUrl":"https://doi.org/10.14324/IJDEGL.12.2.05","url":null,"abstract":"This article offers a novel foray into international mindedness and posthuman theory. International mindedness underpins the International Baccalaureate’s aim to achieve a better and more peaceful world. However, in a global context of planetary emergency and widening inequalities, it seems imperative to rethink international mindedness within a posthumanist frame, that is, beyond anthropocentric notions of education that privilege human exceptionalism. The reconceptualization of international mindedness as relational becoming is illuminated through five theoretical propositions which are illustrated empirically using ‘material moments’. Relational becoming rejects mind and body binaries, affirms nonhuman–human assemblages, enables distributed agency, enacts ethics of response-ability and engages with past and present entanglements. ‘Posthumanizing’ international mindedness, through the concept of relational becoming, prompts more nuanced insights into educational privilege, nation-states, globalism and enduring colonialist inheritances.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015981","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
Table of Contents: International Journal of Development Education and Global Learning 12(2) 目录表:国际发展教育与全球学习杂志12(2)
International Journal of Development Education and Global Learning Pub Date : 2020-06-30 DOI: 10.14324/ijdegl.12.1.00
{"title":"Table of Contents: International Journal of Development Education and Global Learning 12(2)","authors":"","doi":"10.14324/ijdegl.12.1.00","DOIUrl":"https://doi.org/10.14324/ijdegl.12.1.00","url":null,"abstract":"Issue information for International Journal of Development Education and Global Learning 12(2).","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404921","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
Leadership and Power in International Development: Navigating the intersections of gender, culture, context, and sustainability, edited by Randal Joy Thompson and Julia Storberg-Walker 《国际发展中的领导力和权力:在性别、文化、环境和可持续性的交叉点上导航》，由兰德尔·乔伊·汤普森和朱莉娅·斯托伯格-沃克主编
International Journal of Development Education and Global Learning Pub Date : 2020-06-30 DOI: 10.14324/ijdegl.12.1.07
Shea N. Kerkhoff
{"title":"Leadership and Power in International Development: Navigating the intersections of gender, culture, context, and sustainability, edited by Randal Joy Thompson and Julia Storberg-Walker","authors":"Shea N. Kerkhoff","doi":"10.14324/ijdegl.12.1.07","DOIUrl":"https://doi.org/10.14324/ijdegl.12.1.07","url":null,"abstract":"","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44796274","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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