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      Global learning: A catalyst for curriculum change

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            Abstract

            This article considers some of the key challenges and opportunities for global learning. It is argued that global learning is a confused terrain that is emotionally 'hot' because it impacts on deep-rooted notions of nationality and personal identity. The difficulty of engaging with controversial issues such as power relations, social injustice, migration and global poverty are explored, along with the legacy of colonialism. Recognizing that global learning aims to develop new ways of thinking suggests that progression and assessment may need to be reframed around overarching concepts and the formation of values, rather than measurable outcomes. Intriguingly, this also offers an opportunity to realign the curriculum to better address twenty-first-century needs, particularly with respect to sustainability and the environment.

            Content

            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            UCL IOE Press
            1756-5278
            04 December 2018
            : 10
            : 2
            : 135-146
            Article
            1756-5278(20181204)10:2L.135;1- s3.phd /ioep/ijdegl/2018/00000010/00000002/art00003
            10.18546/IJDEGL.10.2.03
            65767e87-abd2-4d7c-8515-0f7e232a0c37
            Categories
            Research Articles

            Education,Assessment, Evaluation & Research methods,General education
            EMOTION,SUSTAINABILITY,VALUES,ASSESSMENT,POST-COLONIAL,ENVIRONMENT

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