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DE Projects


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S S S S S

DE Projects 2012-13


The Ubuntu Network provides financial and administrative support for Development Education projects delivered within member institutions. The following are pilot projects delivered in 2012-2013 in line with the integration framework and the five principles.

Click the name of each institution below for more details:

+ CIT Crawford College of Art and Design

CIT Crawford College of Art & Design,
Sharman Crawford Street,
Cork.

Programme: Professional Diploma in Education (Art and Design)
Number of Students: 31
Project Leader: Albert Walsh

Project Components:

  • Phase 1: Collaborative work with Cork Africa Connect (CAC)
    Time period: 9th – 20th January 2012

Cork Africa Connect is, amongst other things, a human capital development group formed to bridge cultural differences and based in Cork city.

The purpose of this intervention is to provide a forum in which student teachers will work with members of CAC in order to explore how they perceive each other’s culture and to express how they feel the other perceives them within the context of Development. A series of workshops will be conducted during which the groups will engage in artistic practice and discussion to respond to and explore the dimensions of the theme ‘Label Me’. Activities will include an examination of how stereotypes and labels interfere with the formation of mutual ethical understanding. It is hoped that the theme might also evoke responses that connect to the fashion world and the questions around the ethical production of designer fashion.

By doing this the student teachers will gain a deeper understanding and appreciation of how individuals from various African countries feel about Development issues and this will allow them to re-evaluate their own attitudes.

Evaluation of phase 1 will be conducted by:

  • Pre-focus groups
  • Non-participant observation
  • Content analysis of artefacts, sketchbooks and student reflective portfolios and post intervention evaluation
  • Follow up post-focus groups
  • Phase 2: Collaborative work with Cork Africa Connect (CAC)
    Time period: 20th January – 05 February 2012

The student teachers will devise teaching concepts and schemes of work that set out to explore Development themes. These teaching projects will be informed by the student teachers’ experience in phase one and will allow the student teacher to explore the dimensions of the theme ‘Label Me’ with the post-primary students they are teaching in their teaching placement. Thus the process will be tracked right through into the student teachers’ teaching at post-primary level.

Evaluation of phase 2 will be conducted by:

  • Non-participant observation: This will allow the researchers to observe the application of the teaching concepts in the classroom through teaching supervisions. Moreover it will observe the responses from the post-primary students to the themes ‘Label Me’. Verbal and non-verbal responses will be observed in the interaction between the student teacher and their students. Qualitative data will be gathered using observational guides and field notes as research instruments.
  • Content analysis of artefacts

+ Dublin City University

School of Education Studies,
Dublin City University,
Dublin 9.

Programme: Professional Diploma in Education (part-time)
Number of Students: 160
Project Leader: Dr. James O’Higgins Norman
Also involved in delivering the project: Frances Leahy

Project Components:

  • An evaluation of student teachers professional role orientation using an adaptation of Bebeau’s tool: looking at how they view the teaching profession in terms of authority, responsibility, agency and advocacy.
  • Introduction to Development Education lectures (2)
  • Dividing groups by subject specialism – developing pedagogies for considering Development Education in subject areas. CSPE student teachers will facilitate each group.

As part of this project, a workshop Introduction to Development Education was facilitated on Tuesday, 26th February, by Deirdre Hogan (Ubuntu Network) and Frances Leahy (DCU School of Education Studies). First Year student teachers on the Professional Diploma in Education (part-time) programme participated in the event.
[DOWNLOAD PRESENTATION] [DOWNLOAD HANDBOOK]

As part of this project, a workshop Curriculum and Development Education was facilitated on Wednesday, 27th March, by Deirdre Hogan (Ubuntu Network) and Frances Leahy (DCU School of Education Studies). Second Year student teachers on the Professional Diploma in Education (part-time) programme participated in the event.
[DOWNLOAD PRESENTATION]

+ Limerick School of Art and Design

LIT Limerick School of Art & Design,
Clare Street,
Limerick.

Programme: Professional Diploma in Education (Art and Design)
Number of Students: 30
Project Leader: Dr. Kieran Meagher
Also involved in delivering the project: Maria Finucane

Project Components:

  • An evaluation of student teachers professional role orientation using an adaptation of Bebeau’s tool: looking at how they view the teaching profession in terms of authority, responsibility, agency and advocacy.
  • To be completed - this project will be undertaken in the Spring 2013 semester.

+ National College of Art and Design

Faculty of Education,
National College of Art and Design,
100 Thomas Street,
Dublin 8.

Programme: Professional Diploma in Education (Art and Design)
Number of Students: 24
Project Leader: Tony Murphy
Also involved in delivering the project: Fiona King, Dr. Dervil Jordan

Project Components:

  • An evaluation of student teachers professional role orientation using an adaptation of Bebeau’s tool: looking at how they view the teaching profession in terms of authority, responsibility, agency and advocacy.

  • Development Education Project, Phase 1: Engaging with Development Education (3 weeks):

    • Students are introduced to Development Education and related development issues.
    • Students are assigned an area for consideration from the following: (1) Sustainable Development (2) Social Justice (3) Human Dignity (4) Interdependence (5) Cultural Diversity
    • Students must identify contemporary artists whose work can be interpreted and developed to explore their assigned theme.
    • Students partake in a variety of exercises to explore the issues, these include independent research, mind mapping, print making, portfolio creation. During this time, they explore potential lines of inquiry relating to their theme, and construct a social commentary.
    • Students design an artistic installation to represent their interaction with the theme, and present to peers and teacher educators.

  • Development Education Project, Phase 2: Planning to teach Development Education (2 weeks):

    • Students create schemes of work that translate their learning into lesson plans.
    • Student teachers deliver Development Education classes while on Teaching Practice (time?).

As part of this project, work began on the development of an IPP (Innovative Pedagogy or Practice), a multimedia piece to capture an example of good practice from initiatives aimed at integrating Development Education into the post-primary curriculum. Work on this IPP will continue in 2013-14.
[DOWNLOAD PRESENTATION ON PROGRESS SO FAR]

+ National University of Ireland Galway

School of Education,
National University of Ireland, Galway,
Newcastle,
Galway.

Programme: Professional Diploma in Education
Number of Students: 308 (258 through English, 50 as Gaeilge)
Project Leader: Dr. Elaine Keane
Also involved in delivering the project: Dr. Manuela Heinz, Dr. Mary Fleming, Sean O’Gradaigh

Project Components:

  • Role Orientation Questionnaire: Do student teachers see Development Education as central to their role as a teacher? An evaluation of student teachers professional role orientation using an adaptation of Bebeau’s tool: this exercise provides an insight into how student teachers see the teaching profession in terms of authority, responsibility, agency and advocacy for change.

  • Student teachers attend the ‘Education, Diversity and Social Justice’ lecture series. This addresses topics such as gender and class in education and implications for social justice. It sets the context for considering issues of social justice in education.

  • Introduction to Development Education workshop – 27th November 2012

  • CPD in Development Education for Staff – 8th January 2013: A two hour workshop involving staff of the School of Education and delivered by the Ubuntu Network and associates.

  • Development Education Day – 13th February 2013: A day long event that promotes Development Education and supports student teachers to engage in development education through the lens of their chosen subject disciplines. Draft programme is available here.

  • Students partake in the ‘Catering for Social Justice’ lecture series.

    • Students are required to devise lesson plans to cater for social justice. The assignment associated with this component requires that student teacher adapt a lesson plan to cater both for diversity in the classroom and to incorporate a Development Education into the content and methodology.

    • Task (2,000 word assignment): Take one lesson and provide an account of how you have made it inclusive, with regard to all pupils, but with a specific focus on intercultural education, SENs, EAL pupils and Development Education. The account will need to include contextual information, details of the lesson, and a reflection on the teaching of the lesson with the specified group.

  • School Placement – During block placement in March – April, student teachers will be expected to demonstrate an engagement with teaching Development Education.

As part of this project, NUI Galway held its Development Education Day on Wednesday, 13th February. Student teachers on the Professional Diploma in Education, Dioplóma Gairmiúil san Oideachas, and the BA in Mathematics and Education programmes participated in the event. Several workshops facilitated the student teachers in exploring the integration of development issues into their subject areas. [LINK TO SLIDES, VIDEOS, & HANDOUTS FROM THIS EVENT]

+ National University of Ireland Maynooth

Education Department,
National University of Ireland, Maynooth,
Maynooth,
Co. Kildare.

Programme: Professional Diploma in Education
Number of Students: ?
Project Leader: Angela Rickard
Also involved in delivering the project: Dr. Rose Dolan, Dr. Aideen Mulkeen

Project Components:

  • Role Orientation Questionnaire: Do student teachers see Development Education as central to their role as a teacher? An evaluation of student teachers professional role orientation using an adaptation of Bebeau’s tool: this exercise provides an insight into how student teachers see the teaching profession in terms of authority, responsibility, agency and advocacy for change.

  • Workshops with methodology tutors to explore how to increasing the impact of Dev Ed week throughout the academic year.

  • Development Education Week: (23-25th October 2012)

    • Three days of workshops, activities, dialogue, presentations on development education related issues. This component of the PDE course is based on the belief that education for world democracy, for human rights and for sustainable human development are central concerns for the school curriculum. Indeed, education has a vital role to play an advancing the international development agenda. Therefore, all teachers deserve opportunities to consider the world through the eyes and ears of the victims of global injustice. Furthermore, they deserve support in incorporating such perspectives into their everyday classroom teaching, irrespective of their subject areas.

    • For details on the programme, see: http://devedweek.wordpress.com/about/

  • Linking project: B.Sc.Ed students and second level students in Tanzania.

Learning from this project will inform the PDE.

+ Trinity College Dublin

School of Education,
Faculty of Arts, Humanities and Social Sciences,
Trinity College Dublin,
College Green,
Dublin 2.

Programme: Professional Diploma in Education
Number of Students: 150 of which 15 can take the elective
Project Leader: Dr. Ann Devitt
Also involved in delivering the project: Fiona King

Project Components:

  • Development Education elective (offered in 2012-2013):

A series of Development Education workshops delivered over 8 weeks, delivered by Fiona King (NCAD). The academic year 2011-2012 students involved students from the subject areas: Maths, Languages, English and Gaeilge.

  • Week 1: Introductory session an overview of DE/ESD Module
    • What is Development Education (DE)?
    • The concept of 'Development' in terms of Human Development
    • Human Development Index (HDI)
    • Millennium Development Goals (MDG) Themes and Content
    • Hard Rain Project http://www.hardrainproject.com/

  • Week 2: Education as a key driver in DE
    • DE's current policy and practice (Irish Stakeholders: Irish Aid/Ubuntu/NCCA)
    • Theoretical/ Pedagogical context that underpins DE - Paulo Friere
    • Overview of the pedagogical approaches that are utilised in order to structure a learning framework for DE in Post-Primary
    • Examples of how student teachers have implemented DE themes and concepts into post-primary syllabi.

  • Week 3: Guest Speaker: Hillary Harmon, Amnesty International

  • Week 4: Critical Inquiry: Exploring DE themes through a visual lens
    • Critical visual literacy skills
    • The role of photography as a social commentator
    • Ethical concerns when exploring imagery in a classroom context

  • Week 5/6/7: Theme: Exploring the concept of value
    • Introduction to Project Brief
    • Each group will do the following:
      • Produce a concept map to generate ideas and discussion pertaining to the theme
      • Produce time lines to create linkages between the local, the national and the global context
      • Compile research and source a selection of images that represents the theme you are exploring
      • Devise a questioning strategy to enable critical engagement with the issue-based content that you have explored

  • Week 8: Presentation of Work
    • Presentation of group projects to identify and share best practice.

+ University College Cork

School of Education,
Faculty of Arts, Humanities and Social Sciences,
University College Cork,
O'Donovan's Road,
Cork.

Programme: Professional Diploma in Education
Number of Students: 220
Project Leader: Dr. Paul Conway/Dr. Fiachra Long
Also involved in delivering the project: Fiona King

Project Components:

+ University College Dublin

School of Education,
UCD College of Human Sciences,
University College Dublin,
Belfield,
Dublin 4.

Programme: Professional Diploma in Education
Number of Students: ?
Project Leader: Dr. Ciaran Sugrue
Also involved in delivering the project: Dr. Judith Halford, Dr. Gerry MacRuaric, Dr. Marie Moran, Dr. Kathleen Lynch

Project Components:

  • Role Orientation Questionnaire: Do student teachers see Development Education as central to their role as a teacher? An evaluation of student teachers professional role orientation using an adaptation of Bebeau et al. tool (1991; 2002) – this exercise provides an insight into how student teachers see the teaching profession in terms of authority, responsibility, agency and advocacy for change.

  • Workshops with tutors: introduction to development and development education, working from the lecture content below and using a series of 12 practical activities to engage the interest of student teachers.

  • Semester 1 (Autumn 2012): Lectures on Development Education

    • Lecture & tutorial 1: Global Justice and Development Education: This lecture includes topics such as globally poverty, the rich-poor divide, the concept of development, factors that contribute to under development, the global North’s influence on development (both positive and negative). It also introduces student teachers to Development Education, touching on the knowledge, skills and attitudes that align with the Development Education philosophy.

    • Lecture & tutorial 2: Debt and Development - Linking the Global and the Local: This lecture provides an overview of the story of developing world debt, including the colonial legacy, IMF intervention, the debt crisis, the lost decade of development, campaigning and debt cancellation. It also looks at the current Irish debt crisis, addressing the bank bail out, the bank guarantee scheme, illegitimate debt, austerity and implications for development.

  • Semester 2 (Spring 2013): Lectures on Development Education

    • Lecture & tutorial 3: Gender and Development – Content is currently being developed.

    • Lecture & tutorial 4: Charity, Christianity and Race – Content is currently being developed.

+ University of Limerick

Dept of Education and Professional Studies,
Faculty of Education and Health Sciences,
University of Limerick,
Castletroy,
Limerick.

Programme: Professional Diploma in Education (Maths, Languages, PE, Technology, Music, Business)
Number of Students: 180
Project Leader: Carmel Hinchion

Project Components:

  • Role Orientation Questionnaire: Do student teachers see Development Education as central to their role as a teacher? An evaluation of student teachers professional role orientation using an adaptation of Bebeau’s tool: this exercise provides an insight into how student teachers see the teaching profession in terms of authority, responsibility, agency and advocacy for change.

  • Semester 1: Development Education through Start Teach (2 weeks)

    • Student teachers are asked to plan and deliver a Development Education class that demonstrates innovation and creativity. Groupings are organised according to subject areas: Maths, Music, Technology, Languages, Business and Physical Education.

  • Semester 1: Maths and Development Education

    • A dedicated lecture that focuses on Maths and Development Education is provided to students of the PDE (Mathematics). A class assignment requires student teachers of Maths to review relevant literature and present a perspective on how to teach Maths for social justice.
  • [DOWNLOAD LECTURE SLIDES ON MATHS AND DEVELOPMENT EDUCATION]
    [DOWNLOAD SUBSEQUENT STUDENT PRESENTATION]

  • Semester 1: Teaching Practice Assignment - Develop a scheme for a Junior Certificate Short Course

    • PDE student teachers will be encouraged to engage with students (as they teach their own subject areas) to see what local/global issues relating to the world and sustainability concern them. This will be carried out in a discursive way and form a basis for students to develop a scheme for a 40 hour JC short course, entitled ‘Exploring issues that concern students’. This scheme will reflect some of the statements of learning, and the process of delivery and assessment would reinforce the key skills through co-operative learning.

  • Semester 2: Development Education and curriculum

    • A number of lectures that address topics such as:
      • The role of education
      • Curriculum as a selection of culture - who’s culture do we represent?
      • Hidden curriculum - what values and norms do we reproduce in our schools?

  • Semester 2: Teacher as a Professional

+ LIT Tipperary

LIT Tipperary,
Thurles,
Co. Tipperary.

Not currently offering a PDE programme.

+ Mater Dei Institute

Mater Dei Institute,
Clonliffe Road,
Dublin 3.

Not currently offering a PDE programme.

+ St. Angela's College, Sligo

Education Department,
St. Angela's College,
Lough Gill,
Sligo.

Not currently offering a PDE programme.