Global and Development Education and Global Skills

Douglas Bourn

doi:10.5565/rev/educar.1143

Educación global y desarrollo y habilidades globales

Autores/as

Douglas Bourn University College London-Institute of Education

PDF (EN)

Resumen

La educación para el desarrollo tiene sus raíces en Europa en respuesta a la descolonización y la necesidad de apoyo público y participación en el desarrollo internacional. A partir de estas raíces, creció como un campo de práctica educativa para incorporar temas de ciudadanía global, poscolonialismo y pedagogía crítica. La educación global, por otro lado, tiene sus raíces en tradiciones más amplias en torno a la educación internacional de América del Norte y Europa. Hoy en día, ambos campos educativos se han unido en muchos países bajo el título de aprendizaje global o educación para la ciudadanía global. Este artículo revisa este crecimiento desde la perspectiva del Reino Unido y luego describe un área —las habilidades— que hasta la fecha tenía un perfil más bajo que el conocimiento y los valores. Concluye proponiendo un marco para las habilidades globales que se basa en el trabajo del autor en pedagogía para la justicia social global.

Palabras clave

pedagogía, educación para el desarrollo, ciudadanía global, aprendizaje global, habilidades, justicia social global

Citas

ANANIADOU, K. & CLARO, M. (2009). 21st Century Skills and Competencies for New Millennium Learners in OECD Countries. OECD Working Paper 41. Paris: OECD Publishing.

ANDERSON, K. & EDUCATION POLICY INSTITUTE (2017). Educating for Our Economic Future. London: Education Policy Institute and Pearson.

ANDREOTTI, V. (2012). Actionable Postcolonial Theory in Education. New York: Palgrave.

BECK, U. (2000). What is Globalisation. Cambridge: Polity Press.

BOAHIN, P. & HOFMAN, A. (2013). A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills. Journal of Vocational Education and Training, 65, 385-401.

BOURN, D. (2015). The Theory and Practice of Development Education. Abingdon: Routledge.

BOURN, D. (2018). Understanding Global Skills for 21st Century Professions. London: Palgrave.

BOURN, D. & KYBIRD, M. (2012). Plan UK and Development Education. International Journal of Development Education and Global Learning, 4(2), 45-62,

BRYAN, A. & BRACKEN, M. (2011). Learning to Read the World? Dublin: Irish Aid.

CEDEFOP (2008). Skill Needs in Europe Focus on 2020 Cedefop Panorama Series. Luxembourg: Office for Official Publications of the European Communities.

CFE (2014). Research and Analysis of the Benefits of International Education Opportunities. Leicester: CFE Research for the British Council.

DFES (2000, 2005 2nd edition). Developing a Global Dimension to the School Curriculum. London: DFES.

ETEN ANGYAGRE, S. (2020). Is Global Citizenship Education Relevant in Sub-Saharan School Curricula? Options and challenges for teaching Global Education through a Social Studies Curriculum in Ghana. In BOURN, D. (ed.). The Bloomsbury Handbook of Global Education and Learning (pp. 327-341). London: Bloomsbury.

FORGHANI-ARANI, N.; HARTMEYER, H.; O’LOUGHLIN, E. & WEGIMONT, L. (2013). Global Education in Europe. Munster: Waxmann.

GAUDELLI, W. (2016). Global Citizenship Education: Everyday Transcendence. London: Routledge.

GOLDSTEIN, T. & SELBY, D. (ed.) (2000). Weaving Connections. Toronto: Sumach Press.

HANVEY, R. (1976). An Attainable Global Perspective. Denver, Colo.: Center for Teaching International Relations.

HARRISON, D. (2008). Oxfam and the Rise of Development Education in England from 1959 to 1979. Unpublished PhD, London, Institute of Education.

HARTMEYER, H. (2008). Experiencing the World Global Learning in Austria: Developing, Reaching Out, Crossing Borders. Munster: Waxmann.

HARTMEYER, H. & WEGIMONT, L. (eds.) (2016). Global Education in Europe Revisited- Straties and Structures, Policy, Practice and Challenges. Munster: Waxmann.

HICKS, D. (2003). Thirty Years of Global Education. Education Review, 55(3), 265-275.

H.M. TREASURY (2006). Leitch Review of Skills. London: H.M. Treasury on behalf of HMSO.

IPPR (2017). Skills 2030. London: Institute for Public Policy Research.

ISHII, Y. (2003). Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System. London: Routledge/Falmer.

JONES, J. & NYGAARD. A. (2013). What Reality Counts? – On southern perspectives in global education in Europe. In FORGHANI-ARANI, N., HARTMEYER, H., O’LOUGHLIN, E., & WEGIMONT, L. Global Education in Europe (pp. 159-170). Munster: Waxmann.

KIRKWOOD-TUCKER, T. F. (ed.) (2008). Visions in Global Education. New York: Peter Lang.

KOH, J-E. (2018). Global Citizenship Education in South Korea: the Roles of NGOs in Cultivating Global Citizens. In PETERSEN, A. STAHL, G., & SOONG, H. (eds.). The Palgrave Handbook of Citizenship and Education (pp. 1-17). London, Palgrave.

KRAUSE, J. (2013). NGOs in Global Education. In FORGHANI-ARANI, N., HARTMEYER, H., O’LOUGHLIN, E., & WEGIMONT, L. Global Education in Europe (pp. 125-134). Munster: Waxmann.

KUMAR, A. (2008). Development education and dialogic learning in the 21st Century. International Journal of Development Education and Global Learning, 1(1), 37-48.

LAMBERT, D. & MORGAN, A. (2010). Teaching Geography, 11-18. Oxford: Oxford University Press.

MACCALLUM, C. (2014). A Global Learning Journey from Sustainable Livelihoods to Adaptive Capabilities in a Small State, Zanzibar. PhD thesis, University of London.

MARTIN, J.P. (2018). Skills for the 21st Century: Funding and Policy lessons from the OECD Survey of Adult Skills. OECD Education Working Papers no.166. Paris: OECD

MCAULEY, J. (ed.) (2018). The State of Global Education. Dublin: GENE.

MCAULEY, J. & WEGIMONT, L. (eds.) (2018). Global Education in Cyprus – The European Peer Review Process. Dublin: GENE.

MCCOLLUM, A. (1996). On the Margins? An Analysis of the Theory and Practice of Development Education in the 1990s. Unpublished PhD Thesis, Open University.

MERRYFIELD, M. (1998). Pedagogy for global perspectives in education: Studies of teachers’ thinking and practice. Theory and Research in Education, 26(3), 342-379.

MESA, M. (2011). Evolution and Future Challenges of Development Education. Education Research Global, 0, 141-160.

MORAES, S. & FREIRE, L. (2020). Planetary Citizenship in Brazilian Universities. In BOURN, D. (ed.). The Bloomsbury Handbook of Global Education and Learning (pp. 207-219). London, Bloomsbury.

MUNDY, K. (2007). Charting Global Education in Canada’s Elementary Schools: Provincial, District and School Level Perspectives. Toronto, Canada: OISEUT/UNICEF

ODORA HOPPERS, C. (2008). South African Research Chair in Development Education- Framework and Strategy. Pretoria: University of South Africa.

OECD (2011). Towards an OECD Skills Strategy. Paris: OECD.

OECD (2015). Skills for Social Progress, the Power of Social and Emotional Skills. Paris: OECD.

OECD (2016). Getting Skills Right: Assessing and Anticipating Changing Skill Needs. Paris: OECD.

PASHA, A. (2014). Global Citizenship and Pakistan. Unpublished Masters dissertation. Institute of Education, London.

PETERSEN, A. & WARWICK, P. (2015). Global Learning and Education. Abingdon: Routledge.

PIKE, G. & SELBY, D. (1988). Global Teacher, Global Learner. Sevenoaks: Hodder & Stoughton.

REGAN, C. & SINCLAIR, S. (2006). Engaging development – learning for a better future. In REGAN, C. (ed.). 80-20: Development in An Unequal World (pp. 33-46). Dublin: Bray, Co.

RICHARDSON, R. (1990). Daring to be a Teacher. Stoke on Trent: Trentham Books.

SCHEUNPFLUG, A. (2011). Global Education and cross-cultural learning: a challenge for a research-based approach to international teacher education. International Journal of Development Education and Global Learning, 3(3), 29-44.

SCOTT, C.L. (2015). The Future of Learning 2: What Kind of Learning for the 21st Century. UNESCO Education Research and Foresight Working Papers 14. Paris: UNESCO.

SHULTZ, L. & VICZKO, M. (2016). Assembling and Governing the Higher Education Institution: democracy, social justice and leadership in global higher education. London: Palgrave.

STARKEY, H. (1994). Development education and human rights education. In OSLER, A. (ed.). Development Education (pp. 11-31). London: Cassells.

TAROZZI, M. & TORRES, C. (2016). Global Citizenship Education and the Crises of Multiculturalism. London: Bloomsbury.

TORRES C. (2017). Theoretical and Empirical Foundations of Global Citizenship Education. London: Routledge.

TYE, K. (ed.) (1990). Global Education: From Thought to Action. Alexandria, Virginia: ASCD.

WORLD BANK (2012). World Development Report, Gender Equality and Development. Washington: World Bank.

Biografía del autor/a

Douglas Bourn, University College London-Institute of Education

Douglas Bourn is Professor of Development Education at University College London Institute of Education and author and editor of numerous books on development education, global learning, global skills and global perspectives in education. In 2018 he published Understanding Global Skills for 21^stCentury Professions and in 2020 his next volume will be an edited Bloomsbury Handbook for Global Educationand Learning.