Bourn, D;
(2016)
Global learning and Brexit.
Policy and Practice: A Development Education Review
, 23
pp. 188-199.
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Abstract
This article provides a development education perspective on Brexit. It assesses the real and potential impact of Brexit on concepts of globalism and identity, explores how the outcome relates to xenophobia and racism, and examines the implications for the attitudes of young people with regards to global citizenship. The article concludes by outlining how development education has an important role in combating insularity and isolationism in the wake of Brexit whilst addressing some the underlying reasons why many communities opted to vote Leave.
| Type: | Article |
|---|---|
| Title: | Global learning and Brexit |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.developmenteducationreview.com/issue/i... |
| Language: | English |
| Additional information: | Users can use, reuse, share, adapt and build upon the material published in the journal for any purpose as long as appropriate credit is given to the original source and the (https://creativecommons.org/licenses/by/4.0/) |
| Keywords: | Global learning; Brexit; European Union; development education; racism. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10118120 |
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