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Education for Development
Education for Development: A Teacher’s Resource for Global Learning is a core tool for teachers, containing a useful overview of development education, and teacher-friendly activities and lessons.
This introduction provides a general overview and explanation of the education for development approach; the five global concepts upon which the book is based: interdependence, images and perceptions, social justice, conflict and conflict resolution, change and the future; ways for taking action; and an overview of the learning process as presented in the book. The activities in the book are divided according to age levels as follows:
- Level I: 7-11 years
- Level II: 12-15 years
- Level III: 16-18 years
As citizens of a global village, the issue of interdependence has become increasingly important. Interdependence involves recognizing the world as a system and understanding the web of relationships that make up that system. It also involves appreciating the delicate balance between the various parts of this web and the reality of changes in any one part impacting on the whole.
Part 3: Images and Perceptions
The section on images and perceptions looks at stereotypes held around people from other countries, particularly the developing world. The activities are designed to challenge the roots of prejudice and promote understanding between groups and reduce stereotyping while developing an appreciation of diversity.
Through the exercises and activities in this section, students will come to understand justice as an essential part of the development of individuals, communities and countries. A number of the activities refer to the Convention on the Rights of the Child.
Part 5: Conflict and Conflict Resolution
The focus of this section is on education about and for peace. Through these activities, students will gain a better understanding of the various types of conflicts, the range of solutions to conflicts and conflict resolution techniques, as well as how these principles can be applied to their daily lives.
Despite the fact that educational institutions aim to prepare their students for the future, a great deal of school curricula is heavily focused on the past. The activities in this chapter provide students with an opportunity to reflect on where they are heading and how they might apply the knowledge they are gaining through their education.
The final section of the book provides ideas for ways students can take practical action on global issues as a way to extend their knowledge while practicing the skills and knowledge necessary for global citizenship. There is also an important discussion for teachers on handling controversial issues in the classroom.