England, Ruth; (2022) Exploring Historical Colonial Relationships in North-South School Partnerships. (Practitioner Research Fund Paper 13 ). Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre: London, UK.

Preview

Text Report 13_Ruth England - FINAL.pdf - Published Version Download (1MB) | Preview

Abstract

This small-scale qualitative research study examines the extent to which teachers involved in Global North-South School Partnerships engage with learning about shared colonial histories. Existing research in this field suggests that teachers’ lack of knowledge and confidence leads to historical context being largely absent from such projects. Further, it is suggested that such omissions can fuel unhelpful stereotypes and assumptions about Global South regions and peoples. In this study, Postcolonial theory has been used to reflect on the importance of including historical colonial context for learning in Global North-South Partnerships and its potential for helping to develop historically conscious practice and a more critical view of development and global issues. The study involved interviews with two UK-based teachers involved in school partnerships to discuss and explore the challenges and barriers they faced in engaging with historical colonial relationships in Global North-South Partnerships and also the benefits to diverse British communities. The recommendations build on the findings from these discussions and aim to contribute to shifting Global North-South Partnerships from sites that potentially uphold, reinforce and reproduce colonial framing, to sites that critically engage with colonial history and its legacy.

Download activity - last month

Export as CSVXMLJSON

Download activity - last 12 months

Export as JSONCSVXML

Downloads by country - last 12 months

Export as CSVXMLJSON

Archive Staff Only

View Item