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Module Reading List

Global Learning in UK Primary Schools, 2019/20, 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.

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.

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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:

Bourn, D., Hunt, F., Blum, N., and Lawson, H. 2016. Primary Education for Global Learning and Sustainability. York: Cambridge Primary Review Trust. Available from: 

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:

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.;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:

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:

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

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Andreotti, V. 2006. The contributions of post-colonial theory to development education. DEA Thinkpieces. Available online:

Andreotti, V. 2006. Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3, pp. 40-51. Available online:

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

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.

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Active Learning

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