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Pedagogy of hope: global learning and the future of education

Bourn, D; (2021) Pedagogy of hope: global learning and the future of education. International Journal of Development Education and Global Learning , 13 (2) pp. 65-78. 10.14324/ijdegl.13.2.01. Green open access

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Abstract

Global events such as the COVID-19 pandemic, the climate emergency campaigns and the Black Lives Matter movements have recently posed challenges for educationalists about their role, particularly in relation to promoting positive visions of the future. Development education and global learning has a major contribution to make within these agendas, particularly if it brings into its practices the ideas of Paulo Freire and his concept of the pedagogy of hope. Hope can often be considered an idealistic and utopian term, but if it is grounded in real life issues and challenges, then it can provide a valuable approach to learning about global issues. Recent examples in the UK and the initiative by UNESCO on Futures of Education demonstrate ways in which questions can be posed about the future of education that can be empowering to all learners.

Type: Article
Title: Pedagogy of hope: global learning and the future of education
Open access status: An open access version is available from UCL Discovery
DOI: 10.14324/ijdegl.13.2.01
Publisher version: https://doi.org/10.14324/ijdegl.13.2.01
Language: English
Additional information: This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
UCL classification: UCL
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/10140425
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