P1246990961PXjBL

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WHAT GLOBAL DIMENSION?
Selected telling cases from the research
project A postcolonial reading of perceptions
of cultural supremacy in representations of the
North and South in Development Education in
England
Dr Vanessa Andreotti Centre for the Study of
Social and Global Justice School of Politics and
International Relations The university of
Nottingham
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CASE STUDY 1 AWARD WINNING SCHOOL LINKS PROJECT
In 2001, her own visit to village in Africa
with another teacher proved to be hugely
influential for them and the school. After a
six-hour drive down the baked-red, single track
road, the pair were greeted by the entire
village. I felt like Victoria Beckham, says
the link coordinator. Every man, woman, child
and chicken was running by the car shouting,
Akwaaba mebroni (Welcome white woman). It was
the most incredible thing I had ever done in
my entire life (Pulse of Africa - Times
Educational Supplement, 4/3/2005).
African teachers visiting the UK (surprise at
supermarkets stacked with food) Learning from
them (drumming or that we can make a
difference) Helping them develop themselves
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CASE STUDY 2 MPH TRAINING FOR YOUNG ACTIVISTS
Are you amazing? Do you want to be part of making
poverty history? (Call for participants Feb
2005)
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CASE STUDY 2 MPH TRAINING FOR YOUNG ACTIVISTS
Are you amazing? Do you want to be part of making
poverty history? (Call for participants Feb
2005)
Imagine a huge ball room full of celebrities in
black-tie. Look at the red carpet leading to a
stage on the other side. Nelson Mandela is on the
stage. He is holding the Activist of the Year
Prize. He calls your name. You walk down that
corridor. Everyone is looking at you. What are
you wearing? How are you feeling? Think about how
you got there the number of people who have
signed your petitions, the number of white
wristbands you have sold, the number of people
you have taken to the demonstration. You shake
Mandelas hands. How does that feel? He gives you
the microphone. Everyone is quiet waiting for you
to speak. They respect you. Think about the
difference you have made to this campaign! Think
about all the people you have helped in
AfricaNow open your eyes and write down what you
are planning to do to achieve your goals
(Personal Notes NGOA, 20054).
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CASE STUDY 3 SCHOOL LINKS FOR CELEBRATING
DIVERSITY
I cannot understand why they wanted to stay
here! Im sure not all Indian people are
deceitful I cant believe it! After all we
have done for them
Teacher A They are poor, but they are happy.
They can teach us how to live with less. And they
have supermarkets like us too. Teacher B Their
educational system is in the stone-age. In our
schools we put up paintings and other things.
They dont put them up in Indian schools because
they havent got much money. Teacher C They are
not in the stone-age. They are just a hundred
years behind us.
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POLICY ANALYSIS 1 DEVELOPING A GLOBAL DIMENSION
IN THE CURRICULUM (2000)

• CULTURE
• Other cultures have values, beliefs and
  traditions (never knowledge) that we study
  They are always local, exotic, adding colour to
  our lives
• Our knowledge/history universal/of universal
  value/objective and neutral
• Contribution of other cultures to Modern day
  (Maths/Science)
• Potential for respect for difference but not
  equal worth (of knowledges and individuals)

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POLICY ANALYSIS 1 DEVELOPING A GLOBAL DIMENSION
IN THE CURRICULUM (2000)

• CULTURE
• Other cultures have values, beliefs and
  traditions (never knowledge) that we study
  They are always local, exotic, adding colour to
  our lives
• Our knowledge/history universal/of universal
  value/objective and neutral
• Contribution of other cultures to Modern day
  (Maths/Science)
• Potential for respect but not equal worth (of
  knowledges and individuals)

• POVERTY
• As a lack of attributes that we possess
  (technology, education, literacy, civilisation)
• Need to eradicate poverty (because of
  environmental degradation)
• Foreclosure of the making of poverty and of
  different epistemologies
• Civilising mission as the burden of the fittest

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POLICY ANALYSIS 2 Putting the World into World
Class Education

• BUSINESS CASE
• Life in a global society and work in a global
  economy
• Learning from the best (world class)
• Helping Africa by providing expertise (through
  AID)
• Internationalising education (exporting education
  and attracting more international students)

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POLICY ANALYSIS 2 Putting the World into World
Class Education

• BUSINESS CASE
• Life in a global society and work in a global
  economy
• Learning from the best (world class)
• Helping Africa by providing expertise (through
  AID)
• Internationalising education (exporting education
  and attracting more international students)

On their return home many students maintain
affection for and ties with the UK. This is
hugely beneficial in terms of fostering mutual
understanding and recognition between the UK and
our international partners (DfES, 200417). We
must do our best to form a class who may
be interpreters between us and the millions whom
we govern, a class of persons Indian in blood and
colour, but English in taste, in opinions, words
and intellect (Macaulay, 1835729).
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So, what are the practical challenges?

• OSDE EDUCATIONAL AGENDA
• Development of CRITICAL LITERACY
• Moving BEYOND ETHNOCENTRISM
• An ETHICAL RELATION TO DIFFERENCE
• Tools for INDEPENDENT THINKING
• Preparation for PARTICIPATORY DECISION MAKING
• ACCOUNTABLE reasoning and action
• Balancing rights and justice with CARE and
  RESPONSIBILITY
• MAJOR SHIFT IN THINKING

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If you are interested in shifts in thinking
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PACK OSDE PROFESSIONAL DEVELOPMENT RESOURCE PACK
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VANESSA_at_OSDEMETHODOLOGY.ORG.UK THANK YOU!
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UNIVERSALISM
RELATIVISM
All perspectives are relative, therefore I cannot
question or criticise any culture
My perspective is universally right, others are
simply wrong, everyone should think like me
EVERYTHING GOES PARALYSIS NO ONE CAN INTERVENE
ABSOLUTISM FUNDAMENTALISM EUROCENTRISM
CRITICAL LITERACY critical engagement with own
perspectives and the perspectives of others