Do Teachers See Global School Partnerships as a Tool to Deliver Anti-Racist and Inclusive Approaches? Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 3

Autor/in	Roots, Anne
Institution	University College London (UCL) (United Kingdom), Development Education Research Centre (DERC)
Titel	Do Teachers See Global School Partnerships as a Tool to Deliver Anti-Racist and Inclusive Approaches? Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 3
Quelle	(2022), (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9996852-6-3
Schlagwörter	Teacher Attitudes; Global Approach; Partnerships in Education; International Cooperation; Racial Bias; Social Justice; Inclusion; Student Diversity; Minority Groups; Foreign Countries; Consciousness Raising; Intergroup Relations; Elementary Secondary Education; Curriculum; Program Effectiveness; Social Problems; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Globales Denken; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Inklusion; Ethnische Minderheit; Ausland; Bewusstseinsbildung; Intergruppenbeziehungen; Curricula; Lehrplan; Rahmenplan; Social problem; Soziales Problem
Abstract	The aim of this study was to research whether teachers see global school partnerships as an effective tool to support anti-racist and inclusive approaches and deliver practice that reflects, is representative of, and engages all pupils. Over the last year, events have led to increasing debates around Black Lives Matter, the urgent need to de-colonise and re-design the curriculum and develop teaching and learning practice that responds to our diverse school communities and contexts. Although there are many schools involved in the Connecting Classrooms Through Global Learning programme it is unclear how many are actively using this work to address and respond to this need. This study aims to assess whether links can be made between the two agendas so that teachers can understand, embed within the rationale for and use their global learning work and global school partnerships as a vehicle to develop and evidence anti-racist approaches. Research data was gathered from both teachers and senior leaders via a simple online questionnaire for schools involved in Connecting Classrooms Through Global Learning school partnerships and used to gauge whether they are addressing the agenda and to what degree they can see these links as a tool to enable and evidence impact. This was followed by more qualitative data collected via virtual interviews with three teachers identified from their responses to the initial questionnaire. What is clear from the findings is that teachers acknowledge that a global learning approach and global school partnerships specifically have real relevance when developing anti-racist practice. (As Provided).
Anmerkungen	Development Education Research Centre. UCL Institute of Education, 33 Bedford Place, London WC1B 5JU. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/development-education-research-centre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01