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DE Projects

Please select a year to choose from:


DE Projects 2014-15

Click the name of each institution below for more details:

  • NCAD
  • NUIG
  • MU
  • TCD
  • UCC
  • UL

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

Programme: Professional Masters in Education (Art and Design)
Number of Students: 19
Project Leader: Tony Murphy, Fiona King
Also involved in delivering the project: Derval Jordan

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Slideshow for Website by v4.9

Photos © Tony Murphy, NCAD

The core aim of the DE intervention is to facilitate student art teachers to effectively embed DE concepts and themes into their teaching practice through the lens of Art Craft and Design education. In doing so, they will facilitate their post-primary pupils in the exploration of a range of social justice, human rights and environmental themes through a creative and visual process.

Project Components:

  • A week long, full time Development Education intervention entitled ‘Changing Landscapes’, focusing on conceptualising DE, selected DE themes, applying art and design techniques, creating a resolved art piece, presenting the project, developing a scheme of work. The following link explains the pedagogical process from the initial introduction of Development Education to student teachers right through to students delivering Development Education in the classroom: NCAD Pedagogical Process
  • School Placement: Students are required to teach DE.
  • Art Exhibition: For the first time, student teachers’ work will be exhibited in the NCAD exhibition hall in September 2015.

School of Education,
National University of Ireland, Galway,

Programme: Professional Masters in Education
Number of Students: 120 through English and 40 through Gaeilge
Project Leader: Dr. Manuela Heinz
Also involved in delivering the project: Dr. Mary Fleming, Brenda Gallagher, Sean O’Gradaigh

Project Components:

  • Introduction to DE:
  • Introductory lecture Vicky Donnelly NUIG, GOWC and Ashling McGrath, WWGS. Download presentation

  • Development Education Day (17th February, 2015) with subject specific workshops and plenary:

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    Slideshow for Website by v4.9

    Link to brief animoto:

    Programme for the Day


    Resources used

    Plenary: Peadar King

    Title of Talk: The Real Debate Starts here

    Facilitator: Andrew Bates (St Colmcilles CS, Dublin)

    Workshop Title: Maths and Development Education

    Facilitator: Meliosa Bracken (Dublin & Dun Laoghaire ETB)

    Workshop Title: Becoming Literate: The Links Between Literacy Development and Development Education

    Facilitator: Vicky Donnelly (Galway One World Centre)

    Workshop Title: Upside Down World

    Facilitator: Stephen Farley (Trocaire)

    Workshop Title: Development Education Theory and Practice

    Facilitator: Jennifer Harris(Waterford One World Centre)

    Workshop Title:Fair Trade: Going Beyond the Symbol

    Facilitator: Noeleen Leahy(previously St Wolstan’s Community School)

    Workshop Title:A cross curricular approach to Development Education

    Facilitator:Aishling McGrath (WorldWise Global Schools)

    Workshop Title:A Whole-School Approach to Development Education

    Facilitator: Sian Crowley (Debt and Development Coalition Ireland)

    Workshop Title: Delving Into Debt: Engaging With Controversial Issues in the Classroom

    • Guest Lecture by Vicky Donnelly on Quality and Quantity of DE
    • Assignment: Student teachers are required to design lesson plans with a DE focus
    • School Placement: Students are required to teach DE lesson on Block 3
    • Portfolio: Requires a DE entry

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

Programme: Professional Masters in Education
Number of Students: 108
Project Leader: Angela Rickard
Also involved in delivering the project: Pat Callan; Mira Dobutowitsch ; Rose Dolan; David Dwyer; Maria Feeney; Bernie Grummell; Céline Healy; Pádraig Hogan; Anthony Malone; Catriona O’Toole; Mary Reilly; Sharon Todd; Tom Walsh; Shelagh Waddington ; Keith Young

Project Components:

  • Introductory lecture:
  • Student teachers were treated to a special screening of the award winning new documentary ‘A Goat for a Vote’ by director Jeroen van Velzen. The Department of Education also welcomed one of the film’s producers, Hasse van Nunen, along with Neasa Ni Chianain and David Rane, co-directors of the Guth Gafa International Film Festival for discussion and debate on the issues arising. The session was chaired by Dr. Gerry Jeffers.

  • Development Education Week:

Development Education week was, once again, very well received by students overall. The week included:

  • Workshops by guest facilitators (Tuesday)
  • A focus on Development Education in Schools
  • Creation of Posters on development themes
  • Key note presentation, “Globalisation and Education” by Prof. Sharon Todd, Head of Department of Education, MU
  • Creation of a Youth DevEd media team resulting in interventions across the college

External links

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Slideshow for Website by v4.9

Link to programme

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

Programme: Professional Masters in Education
Number of Students: 100 (15-20 in the elective)
Project Leader: Dr Ann Devitt
Also involved in delivering the project: Fiona King (with guest Dr. Gerry Jeffers)

Project Components:
The Development Education (DE) elective encompasses a series of lectures and workshops on active learning methodologies, building critical media literacy skills, and enabling creative approaches to delivering issue-based content in the classroom. The student teacher is supported to explore themes of social injustice, inequality, human dignity, cultural and environmental concerns framed within the context of DE. An overview of the modules is available in the TCD PME handbook

1 - Pre-elective Introduction to Development Education (to full cohort, Semester 1)

2 - Development Education elective (Semester 1)

Week 1

  • The concept of ‘development’
  • Brief historical framing and rationale of Development Education
  • Development Education current policy and practice (Irish Stakeholders: Irish Aid/Ubuntu/NCCA)
  • Identify ways to embed DE into your specific subject area with post primary curriculum.

Week 2

  • Introduction to active learning methodologies and approaches that enables an experiential learning environment.
  • Collaborative Mind mapping

Week 3

  • Guest Speaker to frame Development Education within an NGO context

Week 4

  • Development Education as an educational process -Pedagogy and practice
  • Structuring a subject specific learning framework for Development Education
  • Rationale for group work
  • Action Component – going beyond the charity model

Week 5

  • Building a bank of visual resources
  • Critical visual literacy skills: Reading imagery
  • The role of photography as a social commentator
  • Ethical concerns when exploring imagery in a classroom context

Week 6

  • Guest speaker

Week 7

  • Chose Development Education area of interest and identify where to locate Development Education scheme within subject curriculum area.
  • Source a selection of images that represents a critical examination of the Development Education theme.
  • Devise a question strategy to enable critical engagement with the Development Education theme (relevant to introductory lesson)

Week 8 & 9

  • TP planning - Structuring collaborative Development Education scheme of work.

Week 10&11

  • Presentations of schemes and resources to underpin delivery of scheme.

3 - In semester 2, students develop webinars from their presentations and invite participation of peers on other electives.

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

Programme: Professional Masters in Education
Number of Students: 120 in total (with 10 students voluntarily attending further sessions)
Project Leaders: Dr. Stephen O’Brien, Ms. Gertrude Cotter
Also involved in delivering the project: Vicky Donnelly, GOWC

The aim of this project is to more closely integrate Development Education into UCC’s Professional Master of Education programme on a phased basis, with a view to: Building the capacity of student teachers to integrate Development Education into their classroom work; and building the capacity of UCC’s School of Education to integrate DE across its teaching and learning activities.

Project Components:

1 - Introductory lectures in core DE concepts to all PME Students
The year began with an introductory session by Dr. Stephen O Brien into the Curriculum as Praxis teaching model. The focus of this work was on generating a critical education approach to development, global citizenship and social inclusion, and deeply reflecting on one’s own teaching response in the classroom. Lectures critically engaged the policy establishment and on-going practices of direct provision centres in Ireland. There was a contemporary focus on the protest at Kinsale Roundabout, Cork (including how PME students may embrace – not shy from - contentious societal issues and use these as important ‘teachable moments’, as Freire puts it). Clear links were made to issues of ‘Sustainable Development’ and ‘Human Rights’ and there was a strong focus on understanding causal explanations behind (forced) migration patterns.

2 - A two- hour seminar for PME students
Ten self-selecting students chose to attend a two-hour seminar facilitated by PhD candidate Gertrude Cotter, a specialist in Education for Global Citizenship and Sustainable Development. Their participation in the project continues to be voluntary and their work is not formally assessed. The students were highly motivated and deeply interested in this on-going project. CLICK FOR PRESENATION – UCC Introduction to Dev Ed Gertrude This particular session introduced students to the “Id Est” Project with a view to introducing students to some core DE concepts and invited them to participate in the project over the next two years. Students were invited to take part in the Galway One World’s Global Teacher Award Programme. Students were introduced to some methodologies such as a ranking exercise on definitions of Development Education, ice-breakers, a walking debate on contentious development issues in the classroom and labelling exercises.

3 - Guest Speakers: Global Teacher Awards (two workshops facilitated by Vicky Donnelly of Galway One World Centre)
Six students went on to attend the six hour Global Teacher Awards facilitated by Vicky Donnelly of Galway One World Centre. Vicky facilitated a learning process aimed at enhancing skills, knowledge, attitudes and values with a view to building student confidence in bringing a global perspective to the classroom. Using participatory activities the workshops focused on six key themes, Global Citizenship, Social Justice, Diversity, Human Rights, Interdependence and Sustainable Development. The students particularly appreciated the practical approaches which provided them with real-life activities which they could see being used in their classrooms. The students engage with this programme very deeply and there was serious discussion and self-reflection both in their own lives and in their capacity as future teachers.

4 - Student Project
The participants in the Global Teacher’s Award programme have chosen to work with asylum-seekers and refugees in Cork in a digital-story-telling project. They are interested in exploring their own stories as students interested in Development Education and the stories of Asylum-Seekers and Refugees who also wish to develop stories and highlight the factors which led them to seek asylum in Ireland. The theme of the workshop will be Development and Human Rights issues in countries of origin of asylum-seekers and refugees living in Ireland. The students will receive intensive training over three days with Dr. Darcy Alexandra whose PhD used a digital-story-telling research methodology with people living in Direct Provision in Ireland. Dr. Alexandra is currently based in Switzerland but has agreed to visit UCC in May. The students in turn will work in collaboration with refugee partners.

5 - Research seminar with staff and students
It is envisaged that this will take place in May 2015 and further details will be provided. Dr. Darcy Alexandra has been invited to share her experience of using digital story telling as a research tool. Focusing on Development Education methodology, she will explore how digital story telling can be used in the classroom and she will demonstrate its effectiveness, arguing for its ethnographic qualities. Dr. Darcy Alexandra will present her research findings which involved the use of Digital-Story-Telling with people living in direct provision in Ireland.

See website at

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

Programme: Professional Masters in Education
Number of Students: 130
Project Leader: Dr Joanne O'Flaherty
Also involved in Delivery: Dr. John O’Reilly, Carmel Hinchion, Dr. Olivia Fitzmaurice, Gerard Slattery, Dr. Jennifer Hennessy

Development Education in the PME at the University of Limerick is integrated across a range of modules and experiences over the 2-year period, as indicated in the following excerpt from the PME Handbook

Module – Teacher Identity & Agency
The core message is that education and curriculum (in the US and abroad) are excessively focused on national economic growth, preparing students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens (p. 141-142). The argument is that this short-sighted focus on profitable skills erodes students’ ability to criticize authority, reduces their sympathy with the marginalized and different, and damages their competence to deal with complex global problems. Nausbaum makes the case that democracy and economic growth are incompatible, noting that “democracy is built on respect for each person, and the growth model respects only an aggregate” (p. 24) and asserts that economic measures such as GDP are a misleading measure of prosperity since they overlook the gap between the rich and the poor (p.22).

Module: Planning for School Placement - dedicated lecture on Development Education

Staff development

Semester 1

Module Name

DE Component

Planning for School Placement

Two hour Introduction to Development Education lecture addressing:

  • The concepts of development and Development Education
  • A Case Study – Development and Poverty in India
  • Relevance of Development Education to formal education in Ireland
  • Examples of how development issues can be raised in different subject areas.




Teacher Identity and agency

This module contributed to Development Education as a cross cutting theme by: supporting students to consider the role of education and schooling in bringing about a more just and sustainable society.

It did this by:

  • Engaging students in the work of key educational thinkers/philosophers and concepts that promote education for engagement, social change and justice e.g.
    • Paulo Freire: Pedagogy of the Oppressed, Conscientization
    • Peter McClaren: Critical Pedagogy,
    • Maxine Greene: Arts and aesthetics for education
    • John Dewey: Education and Democracy,
    • Rabindranath Tragore: Education and links to local cultural, society and environment.
    • Experiential learning
    • Martha Naussbaum: “Not for Profit” – democracy in education (see table below)
  • Supporting students to relate the theory (above) to their practice (their knowledge and experiences of educational reform, policy and teaching) and providing opportunity for dialogue and sharing of learning in tutorial settings.
  • Students prepared an entry to student portfolios on the content of this module.
  • Students completed a reflective assignment (70%) – linking theory to practice

Maths Pedagogy

One hour workshop on addressing local and global development issues through mathematics.

Students are required to include portfolio entries pertaining to this topic.

Inquiry based project

In semester 1, student teachers must identify their research topic. Development Education is included as an optional research theme.



Semester 2 (4 wks in college, 9 wks in schools)

Preparation for School Placement 1

Students are reminded of World Wise Global Schools and Development Education

Development Education is included in School Placement assessment criteria.