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.
Fisher, S and Hicks, D 1995. World studies 8-13: a teacher's handbook. Edinburgh; Olver and Boyd.
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.
Specific readings are given for each topic during the teaching of the module.
Bourn, D. 2014. The Theory and Practice of Global Learning. [Online]. Square Eye. Available from: http://discovery.ucl.ac.uk/1492723/1/DERC_ResearchPaper11-TheTheoryAndPracticeOfGlobalLearning%5B2%5D.pdf
Bourn, D., Hunt, F., Blum, N., and Lawson, H. 2016. Primary Education for Global Learning and Sustainability. York: Cambridge Primary Review Trust. Available from: https://cprtrust.org.uk/wp-content/uploads/2016/02/Bourn-report-160217-final.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.
Perceptions of the Global South
Borowski, R. 2012. Young People’s Perceptions of Africa. Race equality teaching., 30(3), pp. 24-27. https://www.ingentaconnect.com/contentone/ioep/ret/2012/00000030/00000003/art00007;jsessionid=2hjf7m3sm9b7p.x-ic-live-01#
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. Geography Education: Research and Practice, 2(1), Article 3. Available from: https://www.geography.org.uk/download/ga_geogedvol2i1a3.pdf
Scoffam, S. 1999. Young Children’s Perceptions of the World. In: David, T. ed. Teaching young children. SAGE, pp. 111-124.
Scoffham, S 2019. The world in their heads: children’s ideas about other nations, peoples and cultures. International Research in Geographical and Environmental Education, 28(2), pp. 89-102,
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
Andreotti, V. 2006. The contributions of post-colonial theory to development education. DEA Thinkpieces. Available online: https://think-global.org.uk/wp-content/uploads/dea/documents/dea_thinkpiece_andreotti.pdf
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.
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.
Harwood, D 1995. The Pedagogy of the World Studies 8-13 Project: The Influence of the Presence / Absence of the Teacher upon Primary Children's Collaborative Group Work. British Educational Research Journal, 21(5), pp.587-611.
Maxwell, L 2015. Outside the Box and Inside the Curriculum: How Active Learning Enhances Teaching and Enlivens Classrooms. Childhood Education, 91(6), pp.432-441.
This list was last updated on 26/09/2019