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Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers

Ager, Jen; (2022) Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers. (Practitioner Research Fund Paper 10 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK. Green open access

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Abstract

This research project aims to illustrate the journey of school partnerships between primary schools in Cumbria, UK and Moshi, Tanzania. Using a qualitative approach, the study shares the processes involved from making first contact with an oversees link school to expanding a successful model of partnership working to a cluster of schools in both countries. The shift of moving from a charitable giving approach to one of social justice, and how this has been achieved, is a suggested method for other schools who currently have school partnerships or are due to embark on the journey. This research focuses on three main themes: sustainability; reciprocity, and equity. By using an insider researcher to construct the narrative of the research and explore the themes, an honest, subjective insight highlighting the successes, obstacles and scope for longevity is shared.

Type: Report
Title: Looking through both lenses: exploring long term school partnerships from the perspectives of both Cumbrian and Tanzanian teachers
ISBN-13: 978-1-7396514-4-2
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl.ac.uk/ioe/departments-and-centres/...
Language: English
Keywords: global learning, global citizenship, school partnerships
UCL classification: 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
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10148963
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