education and social justice in challenging times british association of comparative and...
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Education and Social Justice in Challenging Times
British Association of Comparative and International Education biennial conference, University of East Anglia, 10th-12th September, 2010.
Situating and Designing Comparative Multiple Case Study Research: Conceptualization and Contextualization
Eleanor J. Brown & W. John Morgan
University of Nottingham
Overview of presentation
First phase of doctoral study in comparative research
Aims of the study Understanding a comparative research
design Conceptualization: definitions and terms Contextualization: Identifying differences
within each cultural context
NGOs and non-formal education for global social justice What is the purpose of Development NGOs non-formal
educational activities?
How do DNGOs aim to affect learners’ attitudes and actions for social change?
How effective are they and what is the role of critical pedagogy and dialogue?
To what extent are multiple perspectives are considered?
What are the differences between two cultural contexts?
Conceptualization (Questions)
Contextualization(Country 1)
Contextualization(Country 2)
Isolation of Difference(Analysis of variables)
Explanation(Hypotheses)
Reconceptualization(Contextualization of findings)
Application(Generalization of
findings)
(Phillips and Schweisfurth, 2007: 100).
National Context
National context of NGOs working in Development Education
Geographical focus for research
Units of Analysis
Conceptualisation
ContextualisationCountry 1
ContextualisationCountry 2
Isolation of Differences
Explanation
Application
Non-formal education
“education which takes place in a structured or semi-structured way, with specific and commonly agreed goals of learning and understanding, but outside the formal and accredited structures of teaching, examination and awards.”
(Morgan, 2009: 2)
Formal and non-formal education School curriculum
Primary Secondary
Youth work Community groups Church groups Training for staff Workshops for members Public courses
Cultural contexts
Britain NGOs Formal Education DECs Global learning
Spain NGOs Formal and non-formal education Public interest courses Development education
Terminology
Education for global citizenship
Peace education Development education Education for sustainable
development Awareness raising Global learning
Educación para la ciudadanía global
Educación para la paz Educación para el
desarrollo Educación para el
desarrollo sustenible Sensibilización [Aprendizaje global]
Patterns of global education
“In most other European countries the governments funded development education programmes and nation-wide initiatives in schools, leaving voluntary development education actors to work with a wide range of community and adult groups. It is only in Britain then that the voluntary development education effort has concentrated in schools to the virtual exclusion of all other target groups.”
(McCollum, 1995: 33)
Comparison of definitions
Plan UK Oxfam GB CAFOD Y Care DEA GED – DEC TIDE - DEC
Manos Unidas Intermón Oxfam Caritas ISF CONGDE ESF SETEM
Definitions - UK
DEA: global learning
“education that puts learning in a global context, fostering: critical and creative thinking; self-awareness and open-mindedness towards difference; understanding of global issues and power relationships; and optimism and action for a better world.”
There are eight overlapping concepts that are at the heart of global learning: Global citizenship Interdependence Social justice Conflict resolution Diversity Values and perceptions Human rights Sustainable development
Definitions - Spain
SETEM: educación para el desarrollo “education that gives a space to diverse and ambiguous
interpretations. The boundaries of the concept are determined by perspections of development, analysis of social change, and our convictions, ideologies and philosophies. There is no single definition, rather, there are fundamental objectives”
Objectives: Promote consciousness of the problems of development: understanding of the
casues and solutions, interdependence and reciprocity for better mutual knowledge
Expand voluntary participation in the debate to sustain a philosophy of genuine political, economic and cultural cooperation.
Intensify solidarity between peoples through better reciprocal knowledge Reenforce the committment of the NGOs to demanding States to favor structural
changes to support the most depreived
Key similarities
Key concepts in definitions which are consistent throughout both contexts: Participation and action Knowledge, understanding and awareness of issues
Key concepts not explicit in either country: Only half the definitions mentioned critical thinking,
with no pattern across contexts Few mentioned looking at different perspectives
Work in formal education is broadly similar in terms of website information
Key differences
Focus on non-formal education The explanation of the work in non-formal education is
explained more often in the Spanish context than in the UK
In the UK there is more emphasis on youth work Definitions and terminology
Clearly defined and easy to find on Spanish website, with tab and consistent use of terms
Development education is now used less in the UK There are more terms in use in the UK such as global
learning, the global dimension etc.
Future steps
Write up overview of contextual differences National contexts in general DNGO context in each country
Discuss contextual differences in each case area (Midlands and Andalucía)
Identify and select units of analysis For each unit of analysis, some documentary
analysis, interviews with educators and learners