Global learning: A catalyst for curriculum change

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.

Global Learning for Sustainable Development: A Historical Review

“…Scoffham [38] underlines that while multiple understandings of the term "global learning" entail the risk of becoming an amorphous container concept, it should be acknowledged that this is an emerging field, with evolving terminology. His paper points to the problems of assessing global learning in education through measurable outcomes and a predetermined path of progression, since global learning involves values and changes in self-perception.…”

Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils

“…Of course, ongoing support from trainers would be ideal but not pragmatic. Additionally, assessment of global learning presents unique challenges (IDEA, 2013;Scoffham, 2018) whereby it is difficult to identify progression, and Hunt and King (2015: 28) speak of discerning 'actual, rather than assumed, change'.…”

“…Participating schools received flexible training pathways in global learning, thematic workshops, interactive delivery, resources and guidance grounded in the Northern Ireland curriculum (NIC) and teachers involved received certification. A key aim of the GLP was to enable them to encourage pupils to change from a charity to a social justice mentality while recognizing that this would present both practical and pedagogical challenges (Simpson, 2017;Scoffham, 2018).…”

The Effect of a Learning Environment Based on Global Education on Promoting Critical Literacy for IUG English Language Juniors

“…Wolanskey (2016), Denardis (2015), Hanover (2015), Bourn (2014), and Omidvarl (2013) presented ideas on strategies used in integrating global education in teaching English language as they put the global issues to be practiced within the curriculum of English language teaching. Other studies like Roux(2019), Scoffham (2018) and Kuako (2016) emphasized the role of global education in empowering students with soft skills and critical thinking.…”

“…Some previous studies were sponsored by the governments or came to evaluate programmes funded by international institutions like CGE(2018), Biltzer (2014) and DEA(2014) in a strong reference to the increasing importance of global education. Another study came to consider the key challenges and opportunities for GL was the study of Scoffham (2018). Although most of the studies follow the qualitative approach like Wolanskey (2016), Denardis (2015),Hanover(2015), Bourn(2014), and Omidvarl (2013), one agreement's point between the current study and a number of studies like CGE(2018), DeNobile(2014) and Carton(2011) was the use of mixed approach.…”