Concept developed by Aníbal Quijano to represent the geographical, political, and onto-epistemological extension of western domination, through four interrelated domains: economy, authority, gender/sexuality and knowledge.
Published in Chapter:
Resourcing an Ethical Global Issues Pedagogy With Secondary Teachers in Northern Europe
Karen Pashby (Manchester Metropolitan University, UK), Marta da Costa (Manchester Metropolitan University, UK), Louise Sund (Örebro University, Sweden), and Su Lyn Corcoran (Manchester Metropolitan University, UK)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-4402-0.ch003
Abstract
In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers.