alison leonard, doctoral research student, development education research centre, institute of...

Alison Leonard, Doctoral Research Student, Development Education Research Centre, Institute of Education,

London

Focus from the SouthBackground Research sub-questions

Numerous pupils, teachers and others have participated in school linking projects in Northern and Southern schools. My research seeks to understand how the linking process affects those at the Southern end of these relationships.

1. How do teachers use links in teaching and learning?

2. How do partnerships explore the United Nations' Millennium Development Goals (MDGs)?

3. How are knowledge and understanding affected?

4. How are local Southern communities affected by the S/NELP?

5. To what extent is the S/NEL a sustainable process? GA 2012 conference, The Geographies of Difference,

Reporting Research, 14 April, 2012

Development Issues?Over-simplification? This presentation

reports:As a geography classroom teacher of the topic of development (and observer of others' teaching) I am very conscious of the risk of over-simplification of complex geographical concepts.

Analysis of my qualitative research in Ghanaian, Ugandan and Tanzanian schools.

How this research could promote critical thinking about some of the complex development issues which can emerge from linking relationships.

GA 2012 conference, The Geographies of Difference, Reporting Research, 14 April, 2012

How do teachers use links in teaching and learning? Addressing complexity, understanding interdependence and learning to question and use different modes of thinking may help learners see themselves as integral to the picture they are trying to change (both as part of the problem and the solution) and prevent the reproduction of mechanisms that generate or maintain the problems that are addressed. http://www.osdemethodology.org.uk/developmenteducation.html


How does the S/NELP explore the United Nations' MDGs? GhanaSo I would say that the empowering women, we’ve been able, it’s boosted the capabilities. We are able to stand out. And this linkage, with being here, I’ve come to realise that even though there are a few boys here, the girls are able to stand firm on their decisions… not allowing the boys to pursue them downwards

(PFG 206-209)The UK secondary school has boys in its Sixth form.


How does the S/NELP explore the United Nations' MDGs? GhanaMDG3 Gender equality

RM Ghanaian culture sidelines the girl child from getting educated, from getting full education. They prefer the male child going to school. But with this girl child education advocates all over the place and with this Tortibo project most students, most girls, or most parents now understand the relevance of education. And its helping to promote . . .


How does the S/NELP explore MDG 3? Gender Equality…Gender equality and empowering women. . . .Yeah, which eventually eradicates poverty and hunger. Because if women are in good jobs they can work, they can help support their families and the trend will change.

(RM 189-198)http://news.bbc.co.uk/1/hi/business/4864714.stmhttp://www.agfax.net/radio/detail.php?i=232


Image of grasscutter in a cage removed for copyright reasons. View the image here: http://news.bbc.co.uk/1/hi/business/4864714.stm

How does the S/NELP explore MDG 3? Gender EqualityVisitor Exchanges + Female educational

aspirations I’m not too sure that any of the students from Krobo Girls would want to end up in the streets or selling something, when we see the Weald students come: the way they talk, the, the way they present themselves generally, the way they are able to express themselves the students there are in my school are also motivated to do the same things.

So they wouldn’t really want to drop out of school. Then when they go home they tend to maybe tell their friends, who are not interested in schooling, they tend to advise them to maybe worry their parents to send them to school. So I think this partnership is also helping to get more girls or more of us interested in schooling.

(PFG, 246-256)


How do teachers use links in teaching and learning? Uganda When the John Kyrle teachers come here they take lessons and the teachers here attend those lessons. And, there is that interaction, there is that learning from one another, and also, some teachers have been trained.

Actually, one of our teachers for the Special Needs section, we have a Special Needs section, in our school we have a few blind students and blind teachers, so one of the blind teachers was sponsored for a six month’s course in the UK and when he came back he was able to work better in his department (DB, 42-47)


Complex geographical

concepts emerging in a S/N

Educational linking relationship

How should the North help the South?

HOW are resources shared at a global scale

Should the South aspire to emulate the North?

How can the gap between N and S be closed?

How do we address contrasting values when they conflict with our sense of social justice?

How might the North aspire to emulate the South?


How do teachers use links in teaching and learning? Uganda Development Gaps Teachers’

misconceptionsShould the South aspire to emulate the North?

How might the North aspire to emulate the South?

How can the gap between N and S be closed?

How should the North help the South?

HOW are resources shared at a global scale?

At times teachers may think life in England is so good, is so what? But when they go out and they see some of the difficulties they also face they can come back and organise the problems they have and the challenges they meet. (P, 61-63)GA 2012 conference, The Geographies of Difference, Reporting Research, 14 April, 2012

How do teachers use links in teaching and learning? Zanzibar Raising aspirations Comparison and

aspirationA Head teacher’s interview responses:

100408_012.mp3

So, instead of being disappointed, they get the morality of what they are to do and that is why even our results are becoming better and better. Because they compare themselves, that: oh, this is not enough, we have to be so and so and so. So, before going to visit our friends in England, our result to go to Form V, that is Advanced Level, was one student or two children in a year, but now we are going to twenty children and twenty five students. (MK, 261-266)


Over-simplification of Development Issues?From the S/NELP Critical thinkingClosing the global N/S gap

The South can emulate the North and attain MEDC status

Social justice issues have simple solutions- for example, girls’ rights to equality is a universal aspiration

Global resource differences can be addressed through Aid

Why does this gap exist?Is there one route to ‘Development’ or several models?

Social justice themes, such as gender equality and attitudes to sexual orientation need to be explored in context specific settings

Some Aid can create new inequalities in the South


Promoting critical thinking?From the S/NELP Teacher responses?Why do ‘gaps’ exist?Is there one route to ‘Development’ or several models?

Social justice themes, such as gender equality and attitudes to sexual orientation need to be explored in context specific settings

Some Aid can create new inequalities in the South

Own knowledge developedChallenging accepted orthodoxies: “Turn It Upside Down?”

Intercultural education and critical discourse: sitting with uncomfortable, unsettling, confrontational discussions and creating “Safe spaces”

Attitudes to educational improvement?


http://www.discoverghana.co.uk/index_files/Page413.html

Tortibo Kindergarten

The school link environment can be a major factor in influencing attitudes either way. Teachers need to be aware of the messages they are giving to children. Teaching about other cultures does not necessarily address negative attitudes. (Wood, 2006)


To what extent is S/NEL a sustainable process? Issues ChallengesTime-scaleFundingPersonnelCommitment

CommunicationExit strategies

How important is the link?

Grants vs fund-raising?Committee vs coordinator

Competing educational agenda

Uncomfortable realities?

More uncomfortable realities?


Any questions?Your question +


How are knowledge and understanding affected?

Promoting critical thinking … equality?

Challenging stereotypes in “Safe Spaces”

Whose values: Advancement and progress?

Slides 16 and 17:http://www.osdemethodology.org.uk/units/secondary/tribal.htm


How do teachers use links in teaching and learning? Uganda Visitor Exchanges Reciprocity and

equality?We expected Exchange Visits, between Nakigo and Lady Hawkins. You know it is a one-sided affair, because the students and teachers in Nakigo may not be able to afford an air-ticket to go to Lady Hawkins, and so I think that one has been lacking, in that we have not been able to get either the teachers or the students visiting, to make a return visit to UK.

DB 84-87

We have just checked on our visas this morning. Sorry to inform you that we have not been granted visas. They recon that we are not genuine as exchange visitors and they believe that we would not return to Uganda. They also claim that we shall not be able to afford our return flight and that our host will not sustain us through the days stated for the visit! Am indeed surprised given the paperwork that we presented to them. They even think we are not teachers even after documentation from the schools and pay slips.

E-mail 06/11GA 2012 conference, The Geographies of Difference, Reporting Research, 14 April, 2012

Thanks to those at:Kisiki College, Namutumba, UgandaKrobo Girls Senior Secondary School, Odumase-Krobo, Ghana

Makunduchi Secondary School, Makunduchi, Zanzibar, Tanzania

Nakigo Senior Secondary School, Iganga, Uganda


References:

Ash, C and Severs, P. (2004), “Do you ask a hungry man if he wants food?”, School Science Review, 86, pp43-47

Bourn, D. and Bain, M. (2011) Impact of School Linking on the Global South- Case Study of Uganda, London, Link Community Development/Institute of Education

Edge, K., Frayman, K., and Lawrie, J. (2009) ‘The Influence of North-South School Partnerships: Examining the evidence from schools in the UK, Africa and Asia’. London: Institute of Education.

GA (2007) Primary Geographer: Focus on School Partnerships and Global Dimension Geographical Association.

Lambert, D and Morgan, J. (2011) Geography and Development: Development education in schools and the part played by geography teachers, Development Education Research Centre Research Paper No.2, London: DERC Institute of Education

Leonard, A (2008) ‘Global school relationships: school linking and modern challenges’ in Bourn, (ed.) Development Education: Debates and dialogues. London: Institute of Education

Leonard, A. (2012) A Southern Perspective on The South/North Educational Linking process (S/NELP). Early stage analysis from Zanzibar. Accessible via website Click after org in hyperlink to open.

Martin, F. (2007) ‘School Linking: A Controversial Issue’, in Claire, H. and Holden, C. (eds.) The challenge of teaching controversial issues, Stoke-On-Trent: Trentham Books

Martin, F. (2009) Children's Voices and Global School Partnerships, GTE presentation, http://www.geography.org.uk/gtip/gteconferences/gteconference09

Wood, S (2006) Learning from Linking’ in Tide~ Talk http://www.tidec.org/Tide~talk/network%20arts/distant-places.html

GA 2012 conference, The Geographies of Difference, Reporting Research, 14 April, 2012: “The South-North Educational Linking Process (S/NELP): Comparing Southern perspectives”

alison leonard, doctoral research student, development education research centre, institute of...

Documents

reporting research

qualitative research

geographies of difference

blind teachers

doctoral research student

london slide

john kyrle teachers

blind students