Leeds University Library

Module Reading List

Global Learning in UK Primary Schools, 2017/18, Semester 2
Mr Richard Borowski
Tutor information is taken from the Module Catalogue

The following books provide general reading for the module.

Andreotti, V 2011. Actionable postcolonial theory in education . New York: Palgrave Macmillan.

Bourn, D. 2015: The theory and practice of development education : a pedagogy for global social justice  New York: Routledge.

David, T. ed. 1999. Teaching young children . London: Paul Chapman.

Demoulin S, Leyens J, Dovidio JF, 2013. Intergroup misunderstandings : impact of divergent social realities  . Hoboken: Psychology Press.

Dogra, N. 2012. Representations of global poverty : aid, development and international NGOs . London: I.B. Tauris.

Hicks, D. & Holden C. 2007. Teaching the global dimension : key principles and effective practice . London: Routledge.

Standish, A. 2012. The false promise of global learning : why education needs boundaries  . New York; London: Continuum.

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Specific readings are given for each topic during the teaching of the module.

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Global Learning

Bourn, D. 2014. The Theory and Practice of Global Learning . [Online]. Square Eye. Available from: http://clients.squareeye.net/uploads/glp/GLP_pdfs/Research/DERC_report_11_-_The_Theory_and_Practice_of_Global_Learning.pdf

Bracken, S. Dart, G. & Pickering, S. 2011, Evolution or revolution? An analysis of the changing faces of development education in the United Kingdom. Policy & Practice: A Development Education Review , 12, Spring, pp. 47-65 Available online: http://www.developmenteducationreview.com/issue/issue-12/evolution-or-revolution-analysis-changing-faces-development-education-united-kingdom

Hicks, D. 2003. Thirty Years of Global Education: A reminder of key principles and precedents. Educational review. , 55(3), pp. 265-275.

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Perceptions of the Global South

Borowski, R. 2012. Young People’s Perceptions of Africa. Race equality teaching. , 30(3), pp. 24-27.

Disney, A. 2005. Children's Images of a Distant Locality. International research in geographical and environmental education. , 14(4), pp. 330-335.

Dogra, N. 2007. ‘Reading NGOs visually’ – implications of visual images for NGO Management. Journal of international development. ,19(2), pp. 161–171.

Graham, J. & Lynn, S. 1989. ‘Mud huts and flints’: children’s images of the third world. Education 3-13. , 17(2), pp. 29-32

Maeda, M. 2000. The effect of a video produced by young African people on perceptions of Japanese pupils about Africa. Journal of Educational Media , 25(2), pp. 87-106.

Mahadeo, M., & McKinney, J. 2007. Media representations of Africa: Still the same old story. Policy and Practice: A Development Education Review , 4(2), pp. 14-20. Available online: https://www.developmenteducationreview.com/issue/issue-4/media-representations-africa-still-same-old-story

Pickering, S. (2008). What do children really learn? A discussion to investigate the effect that school partnerships have on children’s understanding, sense of values and perceptions of a distant place. GeogEd. , 2(1), Article 3.

Richards, R. 2004. An analysis of the representation of the third world in British charity advertisements. [Online]. Available from DSpace the Department of Public Relations and Communications. Available from .

Scoffam, S. 1999. Young Children’s Perceptions of the World. In: David, T. ed. Teaching young children . SAGE, pp. 111-124.

Stratta, E. 1989. First year juniors and cultural diversity. Education 3-13. , 1(:2), pp.21-28.

Wiegand, P. 1991. Does travel broaden the mind? Education 3-13. , 19(1), pp. 54-58

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Andreotti, V. 2006. The contributions of post-colonial theory to development education. DEA Thinkpieces . Available online: https://think-global.org.uk/resource/the-contributions-of-postcolonial-theory-to-development-education/

Andreotti, V. 2006. Soft versus critical global citizenship education. Policy & Practice: A Development Education Review , 3, pp. 40-51. Available online: https://www.developmenteducationreview.com/issue/issue-3/soft-versus-critical-global-citizenship-education

Fiedler, M. 2007. Postcolonial learning spaces for global citizenship. Critical Literacy: Theories and Practices , 1(2), pp. 50-57. Available online at: http://www.criticalliteracyjournal.org/

Martin, F., & Griffiths, H. 2012. Power and representation: a postcolonial reading of global partnerships and teacher development through North–South study visits. British educational research journal. , 38(6), pp. 907-927.

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Costello, K., & Hodson, G. 2014. Explaining dehumanization among children: The interspecies model of prejudice. The British journal of social psychology, 53,pp.175-197.

Leyens, J. P., Demoulin, S., Vaes, J., Gaunt, R., & Paladino, M. P. 2007. Infra‐humanization: the wall of group differences. Social Issues and Policy Review , 1(1), pp. 139-172.

Martin, J., Bennett, M., & Murray, W. S. 2008. A developmental study of the infrahumanization hypothesis. The British journal of developmental psychology. , 26(2), pp. 153-162.

Vezzali, L., Capozza, D., Stathi, S., & Giovannini, D. 2012. Increasing outgroup trust, reducing infrahumanization, and enhancing future contact intentions via imagined intergroup contact. Journal of Experimental Social Psychology. , 48(1), pp. 437-440.

This list was last updated on 12/12/2017