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DE Projects 2018-19


The Ubuntu Network provides financial and administrative support for Development Education projects delivered within member institutions. The following are pilot projects delivered in 2018-2019 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.

No Funded Project in 2018-2019

+ Dublin City University Institute of Education

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

Project Leader: Mella Cusack

Key Elements of the Project:

  • Integration of Development Education into methodology modules for Politics and Society and CSPE. ModuleES599: Teaching Politics and Society in Senior Cycle, n= 15. Module ES568: Teaching and learning in Civic, Social and Political Education (CSPE), n=8
  • Assignment – students are required to complete weekly tasks (e.g. to research key thinkers, finding visual stimulus for specific goals). They are also required to development a lesson plans linking their choice of SDGs to the subject area.


+ Galway Mayo Institute of Technology (Letterfrack)

GMIT (Letterfrack)
Old Dublin Rd,
Galway

Project Leader: Kevin Maye

Key Elements of the Project:

  • Introductory inputs on Development Education and the Sustainable Development Goals
  • As part of their Education Projects 3 module, year 3 student teachers (n=15) are required to develop a Scheme of Work on Sustainable Forestry and to teach this on School Placement 3.
  • Student teachers from all four years (n=75) to take part in a workshop on sustainability, facilitated by Galway One World Centre.
  • Capturing of student voice and working towards sustainability actions on campus using OneStepCloser.


+ Limerick School of Art and Design

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

No Funded Project in 2018-2019

+ Mary Immaculate College Thurles


Mary Immaculate College Thurles,
St Patrick’S Campus, Cathedral St,
Thurles, Co. Tipperary


Project Leader: Dr. Nigel Quirke Bolt

Key Elements of the Project:

  • Establish an MIC Thurles Fair Trade committee and a Green Flag committee to impact on campus and into the local community.
  • Host a conference/forum for teachers and pupils of post-primary schools to display how they approach Development Education and Social Justice within their school
  • Year 3 student teachers (n=76) to complete a Development Education and Social Justice assignment as part of their work on the “Curriculum Studies” module.



+ Maynooth University

Mariavilla,
Maynooth,
Co. Kildare

Project Leader: Angela Rickard

Key Elements of the Project:

  • Two day Development Education week for PME Year 1 students consisting of workshops, plenary inputs and creative sessions led by a combination of own staff, DE educators/national and international NGOs as well as principals, teachers and students from second level schools.
  • Offer three Social Justice Certificate Options leading up to and coinciding with Social Justice week.
  • Offer three Social Justice Certificate Options leading up to and coinciding with Social Justice week.
  • Link with link with MU based initiatives including the Festival of Food Sovereignty, Peter Hussey Artist in Residence and the Fighting Words creative writing initiative.


+ National College of Art and Design

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

Project Leader: Fiona King, Tony Murphy

Key Elements of the Project:

  • PME1 student teachers to partake in the annual Development Education module, including development of photo journals and creation of an installation relating to an SDG theme for presentation and exhibit in the 2019 Change Lab.

  • PME2 student teachers to translate the work from Change Lab 2018 into their teaching practice. A series of lectures and workshop in pedagogy and practice supported student teachers to design a suite of DE led units of learning and deliver the lessons during their teaching practice on school placement.
  • • The Change Lab has been chosen as the initial research project to be piloted and digitized. The digitized project will be housed in NIVAL http://www.nival.ie and will form the basis of a larger digitization project across NCAD over the years ahead.
  • Artefacts of Learning Project – 3 minute video on the Change Lab


+ National University of Ireland Galway

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

Project Leader: Dr. Manuela Heinz, Dr. Brenda Gallagher

Key Elements of the Project:

  • Introductory lectures and discussions.

  • Development Education Day (February 2019).

  • Subject methodologies workshops in CSPE, Geography, Religious Knowledge, Science and Mathematics (March 2019), where the learning outcomes emphasise a focused and deliberate approach to the selection of DE content, resources, sources of information, and strategies for learning and assessment within the classroom. The aim of the workshops is to prepare the students for the portfolio assessment. This will require student to plan for the integration of the DE theme within their classroom teaching, present evidence of having done so and present a reflection on the process.

  • Integration of DE themes in their teaching also forms part of the Professional Practice/School Placement assessment criteria for PME Year 2 students.

  • Artefacts of Learning Project – Transition year Development Education project, involving PME student teachers as well as pupils and teachers from partner schools.

+ St. Angela's College, Sligo

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

Project Leader: Dr. Kathryn McSweeney

Also involved: Dr. Richeal Burns, Dr. Maria Campbell, Dr. Mairéad Conneely, Fiona Crowe, Dr. Louise Lehane, Helen Maguire, Amanda McCloat, Dr. Louise Mylotte, Breda O’Mahony, Ursula O’Shea, Carol Ann O’Síoráin, Dr. Mary Shanahan

Key Elements of the Project:

  • Integration of Development Education across a wide range of ITE curriculum (PME and undergraduate) including Subject specific pedagogy (Home Economics, Gaeilge, Religious Education, Science/Biology and Economics), Sociology of Education, year 2 PME Curriculum Studies, Textiles, Fashion and Design (TFD) modules, Year 3 Resource Management and Consumer Empowerment module, the module Home Economics Practice in Everyday Life, Religious Education modules and School Placement.

  • Capacity Building: All School Placement tutors will be required to partake in a Development Education workshop. The workshop will update tutors on our expectations of student teachers on School Placement and support them in facilitating student teachers in enacting Development Education principles and/or the development of Development Education knowledge, skills, attitudes and values.

  • The Development Education in the Continuum of Teacher Education conference was held in St. Angela’s College in February 2019.

+ Trinity College Dublin

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

Project Leader: Dr. Ann Devitt, Dr. Jennifer Liston

Key Elements of the Project:

  • • A 1-hour introduction to Development Education to all PME student teachers.
  • An 11-week Development Education module offered as an elective, where student were introduced to DE concepts and develop that through the lens of their curriculum area.
  • Analysis of focus groups from PME1 student teachers from 2017-2018 to better understand their engagement with Development Education.
  • The project will use the CPD resource developed in the 2017-18 project to facilitate two pedagogy workshops (2 hours) with PME year 1 students on two subject strands – geography and languages.
  • Research – PME2 Thesis: The project plans to support the journeys of 2 PME research students so that dissemination, capacity building and the profile of Development Education research on the PME programme is enhanced.

+ University College Cork

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

Project Leader: Dr. Stephen O’Brien, Gertrude Cotter

Key Elements of the Project:

  • “Introduction to DE concepts and methodologies” to be provided in the core module “ED6303 Curriculum and Assessment”, led by core staff member Dr. Stephen O Brien, in collaboration with Gertrude Cotter. We promote a praxis model of teaching and learning emphasising theory, reflection, inquiry, classroom practice, DE framing, DE exemplars, dialogue and action.
  • The Global Teacher Award to be offered to PME1 and PME2 student teachers compromising 2 x 3 hour sessions. Students will be required to plan and implement 3-5 DE lesson plans in their school subject in order to receive the Global Teacher Award.
  • PME2 students to be invited to be part of the Id Est research project. Capacity is 10-20students. It will involve 10 x 2 hour sessions to (1) develop three to five lesson plans on a DE theme and record it in their portfolios of learning (2) introduce student teachers to basic radio skills and work with them on making a half hour radio show with their students on a theme which they have learned about in their classrooms (3) visit classrooms to work with the students (and pupils) on the production of a radio show.
  • Artefacts of Learning Project – development and enhancement of a website to showcase the work of Id Est, UCC

+ University College Dublin

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

Project Leader: Rachel Farrell, Prof. Ciaran Sugrue

Key Elements of the Project:

  • The UCD PME programme allows student teachers to develop leadership roles in areas of interest to them. In this project we propose to invite two students from each subject area (30 in total) to attend a full day of Philosophy for Global Citizenship (P4GC) training and development in order to champion this critical thinking approach to exploring development education in their respective subject areas.
  • We are going to provide a full day training on this methodology to the tutor and methods lecturers as part of our capacity building for staff.
  • The intention is that the champions will use P4GC as a vehicle to explore development education issues. Will cascade the learning in their subject methods groupings with the support of the methods lecturers and tutors. Methods lecturers are aware that they have to dedicate time in their module to development education and there is scope for students to submit lesson plans an artefacts-of-learning in their teaching and learning portfolios.
  • Artefacts of Learning Project – Participants student teachers will design and develop samples of artefacts of learning such as lesson plans, reflections, resources and stories about development education issues created by students in school. These will be showcased at a shared learning event in collaboration with partner schools at the end of this academic year or at the start of the next academic year when the current PME 1 students will be moving into PME 2.


+ University of Limerick

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

Project Leader: Dr. Joanne O’Flaherty

Key Elements of the Project:

  • PME1 and UG2 (via modules EN6171, Planning for Learning and EN4033 Planning for Teaching and Learning): During the microteaching elements of these modules, student teachers will be required to plan, deliver, review and evaluate a DE/ESD lesson plan. Microteaching tutors will partake in a one-hour capacity-building workshop on Development Education.
  • • PME2 and UG4 (via modules EN6084/EN4018, Teacher as Professional Practitioner): Underpinned by concepts of teacher agency, critical decision-making and life-long learning, lectures and tutorials across two distinctive modules will be designed and delivered to build capacity of pre-service teachers in the areas of ‘moral and caring practitioner’ and ‘global and cultural being’ (Seifert 1999; Conway et al, 2009).
  • Artefacts of Learning Project – Capturing through video scribe, interventions and AoL arising from the engagement of a number of teacher educators in Development Education related interventions in the ITE programmes at the University Limerick.




Project 2:

Using Belief Circles to Explore Personal Beliefs

Project Leader: Prof. Marie Parker Jenkins, UL and Dr. Patricia Kieran, MIC


Key Elements of the Project:

Belief circles are an experimental strategy used to scaffold and structure conversations about personal beliefs among small groups of participants. In classrooms, the strategy is designed to make space for people to speak personally from within their own commitment stance.

Participants speak about their religious beliefs or worldview, reflecting on their own lived experience and their own ideas, values and commitment as it relates to a discussion topic (there is a wider range of discussion topics).

The Belief Circles game creates a space and place for listening to people speaking personally without being offensive or defensive. It aims to foster learners’ appreciation of the range and complexity of people’s personal beliefs, curiosity in the variety of their values and convictional perspectives and respect and acceptance for people’s different beliefs, values and commitments.

The workshop will invite participants to take part in the belief circles game, including,

  • Step 1 Preparation for the Game. Establishing safe perimeters.
  • Step 2 Playing the Game. Selection of topics. Participants speak in turn for 1 minute.
  • Step 3 Reflection. Writing Responses to prompt questions based on the activity.