NomadIT Conference Suite

DSA, 2019: DSA2019: Opening up Development

Open University, Milton Keynes, 19/06/2019 – 21/06/2019

Panel

(F2)
Bringing development studies to the younger generation in an era of Brexit [paper and experimental]
Location
Date and Start Time [TBD] at [TBD]
Sessions [TBD]

Convenors

  • Jessica Hawkins (University of Manchester) email
  • Helen Underhill (Manchester Metropolitan University) email

Mail All Convenors

Short abstract

How should development and humanitarian studies be taught to young people when schools rarely have the time, budget or expertise to engage with these issues? This panel seeks to bring together scholars working on the pedagogies of humanitarianism and development at Key Stage 3 or 4.

Long abstract

UNESCO sees Global Citizenship education as a priority in schools throughout the world, yet ideas of social justice, solidarity, diversity and communitarian engagement (Pais & Costa 2017) are not being translated in the form of citizenship education delivered in British Secondary Schools. As borders are being tightened, secondary schooling is overlooking the humanitarian and development agendas which exist today. With the European refugee crisis bringing these issues into spaces of the developed world, there is an imperative to educate young people in the complexities of humanitarian and development responses with the aim of creating 'global citizens' who are better able to critically engage with international problems. This panel seeks to bring together scholars who are either working on the pedagogies of humanitarianism and development at Key Stage 3 or 4 or those scholars working in these fields who collaborate with schools through widening participation or other schemes to extend the borders of the education of these subjects beyond the University classroom.

Papers might include (but are not limited to): The pedagogy of teaching humanitarianism and development in schools; The ethics of educating young people on difficult subjects; Cross-phase learning (University students teaching school learners); Experiences of widening participation schemes on the study of humanitarianism and development; Practical examples of teaching young people these subjects.

Paper givers may wish to demonstrate classroom exercises to the audience or may require audience participation during their presentations to demonstrate best practices of humanitarian and development pedagogies.

This panel is closed to new paper proposals.

Papers

The panel has no papers to display. Only accepted papers will be shown here.

This panel is closed to new paper proposals.