Bourn, Douglas; (2024) International Global Education Policy and Practice: Lessons From and For Ireland. In: Dillon, Eilish and Gaynor, Niamh and McCann, Gerald and McCloskey, Stephen, (eds.) Global Education in Ireland. (pp. 120-128). Bloomsbury Academic: London, UK.

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Abstract

The field of global education (GE), including development (DE) and global citizenship education (GCE), has emerged out of international movements, organizations with a global focus and policies, programmes and funding that look outwards to the rest of the world. However, in virtually all countries where the field has taken root within local and national education systems, there are specific national characteristics which have in themselves informed international practices. This can be seen regarding Ireland which has increasingly played an important role in policy development, academic debates and practices by civil society organizations. This chapter will review some of these influences and look particularly at how the evolution of the field relates to Manuela Mesa’s definition of five generations of DE. It will also look at two areas which historically have been important and influential internationally, the field of global youth work and teacher education. Also reviewed is an example of international partnerships, a common theme within GE. The example reviewed is the DE Commission, a partnership between 80:20 in Ireland and Teachers in Development Education – Global Learning (TIDE) in England. Finally, the chapter will suggest that central to these initiatives and the influence of research and practice in Ireland has been its emphasis on social justice and the central role this should play within GE.

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