Author: Teja Solar

Assembly Day 2025

Posted on by Teja Solar

ASSEMBLY DAY 2025

Navigating the space between conflict and curiosity:

Exploring controversial issues in GCE

An Ubuntu Network Assembly Event in association with the Education Department, Maynooth University

Date: 15th January 2025

Venue: Maynooth University

Registration & Agenda available: Here

Exploring controversial issues in an educational setting can be a challenging task for educators. Highly emotive topics such as inequality, racism and climate change can draw upon deeply held beliefs and evoke strong feelings that can make discussions uncomfortable and even prompt defensiveness or disagreement. Learners bring a myriad of cultural, political, and personal backgrounds that shape their perspectives, making it easy for discussions to become polarised and debates to become heated.

The skills required to navigate discomfort and ambiguity in a learning space are essential for an educator (teacher educator and pre-service teacher) of Global Citizenship Education. Global development issues are rarely straightforward – they have multiple contributing factors, influences and stakeholders and no clear-cut answers. To democratically explore such issues requires a learning environment where judgement is suspended and participants can engage in respectful discussion, consider differing viewpoints, and develop skills to form their own reasoned opinions. Positive learning experiences are more likely when discussions are held in a safe space for dialogue, and where all students and educators feel comfortable expressing diverse viewpoints without fear of being “cancelled” or judged, feeling blame, being silenced, getting it wrong, or not knowing enough.

Join us for a day of dialogue on teaching controversial issues where we will consider questions such as:

How do we support pre-service teachers to broach discussions on contentious issues with confidence in the classroom? What pedagogical approaches might be effective when tackling controversial issues associated with GCE? What challenges arise for educators and students in engaging in this work?

What role do the educator’s personal values, worldviews, and positionality play in teaching about emotive topics? How do we address the challenge of educator subjectivity?

Can we support a culture of discussion and sharing of views in school? Does school/organisational culture and scripted curriculum influence what is discussed and more importantly, what is avoided? Does this impact on our capacity to create learning spaces that reflect democratic principles?

How do we reconcile the values/ethos of a school or organisation with free speech and authentic exploration of controversial issues? How do we navigate the unclear boundaries between free speech, responsible speech and so-called political correctness?

What theoretical/conceptual lenses are useful when building a broader understanding of this complex topic?

Register here

This event is offered by the Ubuntu Network in association with the Education Department, Maynooth University as part of their New Foundations IRC ‘Sharing the World’ project.

New Publication Implementing GCE in Post Primary Schools

Posted on by Teja Solar

New Publication Implementing GCE in Post Primary Schools

Congratulations to Ubuntu Members Seanin Hoy, Gearoid O’Brien, and Stephen O’Brien on the recent publication of A Teacher’s Handbook on Global Citizenship Education in the Post-primary Classroom.

This exciting publication is written by teachers for teachers. It seeks to support those new to the profession, as well as those who are already experienced in post-primary school and further education settings. It is designed to sustain these professionals in their important – relational and pedagogical – work with children and young adults.

A Teacher's Handbook to Global Citizenship Education in the Post-primary Classroom: A Practical Guide for Teachers

The book comprises 10 scaffolded lessons, that provide exemplars of how Global Citizenship Education can be taught and learned effectively. The first lesson is centred on exploring the foundational discipline of Global Citizenship Education. Each subsequent lesson focuses on a global theme and on creative ways to critically engage students in their own learning about the world.

These global themes include our own identity; belonging; inter-relationships; stereotypes; migration; seeking asylum; the role of the media.

Available on Amazon bookstore: Here

Available from Oak Tree Press: Here


Ubuntu/IDEA GCE Research Showcase

Posted on by Teja Solar

Global Citizenship Education Research Showcase 2024

We are delighted to team with IDEA to present to you Global Citizenship Education (GCE) Research Showcase 2024 which takes place on Monday 25 November, online, 10.00am -12.30pm.

Research Showcase Details

The aim of this event is to showcase contemporary GCE research. You will be introduced to thought-provoking and engaging inputs and have an opportunity to reflect with fellow participants on the applicability of the concepts discussed to your GCE practice. 

For the purpose of this event, the term research will be taken in its broadest sense, encompassing academic research; action research; documented practice; documented learning; conceptual research articles; case studies etc.

Click here for Schedule

You can register here

For more information on speaker, please see IDEA – Global Citizenship Education Research Showcase 2024

How Art and Design is Shaping Socially Conscious Teachers at NCAD

Posted on by Teja Solar

CASE STUDY

How Art and Design is Shaping Socially Conscious Teachers at NCAD

(2017 – 2024)

Who We Are

Institution: National College of Art and Design (NCAD), a leading art and design university dedicated to fostering creative excellence and social engagement through art education.

Project Leader: Fiona King and Tony Murphy lead the initiative, leveraging their extensive experience in art education to integrate global citizenship principles into the Professional Master of Education (PME) program.

Project Members: Each year, the project team consists of around 20-25 Professional Master of Education (PME) student teachers engaged in some 100 hours of GCE, supported by a cross-disciplinary team of faculty members and external experts from various non-governmental organisations (NGOs) and educational sectors (including Mark O’ Kelly, Head of Fine Art Painting, NCAD; Dr Helen Mc Allister, Head of Textile Art and Artifacts, NCAD; Dr Audrey Bryan, Associate Professor of Sociology in the School of Human Development, DCU and Tony Daly, 80/20).

What We Did

Our primary goal was to seamlessly integrate Global Citizenship Education (GCE) into the PME curriculum to empower future educators to address global inequalities and advocate for environmental sustainability through art and design.

Project Objectives:

  • To embed Global Citizenship Education (GCE) within the PME curriculum.
  • Equip student teachers with the skills and knowledge to address global inequalities and environmental issues through art and design.
  • Foster a deeper understanding and commitment among student teachers to utilize art as a tool for social justice and advocacy.
  • Develop and implement innovative teaching strategies that integrate GCE principles, focusing on sustainability, human rights, and ethical consumption.

Curricular Approach:

  • Pedagogical Development: Workshops and seminars support the art projects, where educators and experts from various fields introduce the student teachers to complex themes and teaching methodologies.
  • Curriculum Design: The Change Lab serves as the core component of the program, where GCE is embedded into the curriculum through practical, immersive experiences in a gallery setting converted into a dynamic learning environment.
  • Module Development: We introduced specific modules focusing on GCE, such as ‘Art as Social Practice,’ which encourages students to use art as a tool for social change.
  • Collaborative Art Projects: Student teachers collaborate on multi-week projects, creating artworks that reflect critical global issues, such as climate change, inequality, and human rights.

Professional Learning Initiatives:

  • Workshops and Seminars: Complementing the practical projects are a series of workshops and seminars led by experts in GCE, art, and pedagogy, enhancing the theoretical understanding and teaching skills of faculty and students.

Monitoring and Evaluation:

  • Student Feedback: Regular surveys and feedback mechanisms to gauge student engagement and satisfaction.
  • Performance Reviews: Analysis of academic reviews and project evaluations help assess the impact of GCE integration on student learning outcomes.

Outreach/Advocacy:

  • Public Events: Annual public exhibitions of student work to raise awareness about global issues.
  • Community Engagement: Partnerships with local schools and communities to extend the impact of our GCE initiatives beyond the university.
  • Academic Events: Presentations at conferences highlight the project’s innovations and outcomes.

‘Respond Research Create’ Creative notebook from student teachers

‘Respond Research Create’ Creative notebook from student teachers

Respond Research Create Creative Notebook

‘Respond Research Create’ Creative notebook from student teachers

Impact Achieved

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Student Engagement/Educational Impact: Over 180 PME students have actively participated in the Change Lab, reporting enhanced understanding of global issues and their role as educators in advocating for change.

Example: In AY2023/24 GCE was integrated across the following modules: Global Citizenship Education Module: Change Lab and the Digital Media Module.

Example: The introduction of the “Change Lab” project facilitated PME students to develop and exhibit artworks that address global issues such as sustainability and social justice, culminating in an annual exhibition attended by over 300 educators, students, and community members annually.

We feel really lucky to have had this learning experience. The Change Lab experience has truly been transformative; the consideration of global inequalities has challenged our beliefs and our values both as teachers and as artists.
PME student teacher
The Change Lab experience was very transformational for me; firstly on a personal level I learned a huge deal about these contentious issues. Also, it showed me how I can respond to these issues through the art making process – so it was empowering. Lastly, I think as an educator, this program has really encouraged me and empowered me to look at these issues and to bring them into the classroom. It has also shown me how I can encourage student voice in the classroom around these issues – it’s not about teaching more – it’s about teaching differently.
PME student teacher
The Change Lab becomes a place making event whereby the student teacher explores how their practice as artists and as designers has a social, ethical and cultural dimension. The Lab becomes an immersive collaborative teaching and learning space, a thinking space to conceptualise and experience global citizenship education as an educational process.
Project Leader Fiona King

Example: In collaboration with the project leaders, Fiona King and Tony Murphy artist teachers work collaboratively to compile research relating to their selected issue.

Curricular Innovations: The Change Lab has become a model for integrating GCE into art education, demonstrating how creative disciplines can effectively contribute to educational discourses on global issues. The introduction of GCE-focused modules has been highly successful, with student feedback highlighting the relevance and impact of these courses on their professional and personal development.

Example: In AY2022/23 and AY2023/24 PME students engaged in conceptualising GCE through active learning methodologies including unpacking the Change Lab Brief; discussion of role of reflective practice – Pause… for thought notebook brief; Introducing Global Citizenship Education – Rise, Shine and Connect mind-map; Newtown exercise (with Dr Gerry Jeffers) – building a community/reflecting on group dynamics; Critical visual Literacy workshop – working with imagery in response to the Sustainable Development Goals (SDG’s).

Example: Student teachers develop comprehensive portfolios that not only display their artistic skills but also their ability to engage with complex global themes. These portfolios often include digital media presentations, art installations, and detailed research projects.

The Change Lab was also a reminder of the range of cross-curricular links that art and design education has and also of our potential as teachers to educate young global citizens.
PME student teacher
An external review from an educational accreditation body highlighted the effectiveness of the curricular innovations at NCAD, noting, “In particular, the panel were impressed by the innovative approach to teaching and learning, especially in the area of sustainable development and global citizenship in the change laboratory on the PME”
Teaching Council Accreditation Panel Review, November, 2023

Community Outreach: Our exhibitions and community projects have reached over 5,000 participants, fostering a broader understanding and engagement with global citizenship themes. The annual exhibitions of student work have successfully engaged a wide audience, including educators, policy makers, and the general public, thus raising awareness and stimulating dialogue on the role of art in social change.

Example: In AY2023/24 NCAD collaborated with colleagues from Dublin City University (DCU) – InterChange: Exploring Climate Justice and the Arts Symposium (May, 2024). As part of this symposium, a workshop titled “The Change Lab at NCAD” was facilitated by Fiona King and Tony Murphy. This workshop, led by four NCAD PME student teachers, Maia, Eduard, Lucy and Anishta, facilitated students to present and discuss examples of their work, including their reflective pause… for thought and research respond create notebooks – to demonstrate the process they engaged in over the duration of the Change Lab and how they map their pedagogical approach onto to the art and design curriculum in secondary school.

Example: Collaborative projects with local schools engaged over 500 schoolchildren in workshops led by PME students, focusing on creating art that reflects social issues. In AY2023/24 Kriti, Jades and James work engaged with the children in Dublin 8, Fatima homework club, and their leader Sue, whose voices and insights about the lack of green spaces to play and grow within their communities are weaved into their mapping of Dublin 8 and the surrounding area (SDG: 3 Good Health and Wellbeing/Sustainable Cities).

We decided we wanted to make activist work which would call on members of the public to make small changes in their lives which would add up to make a big contribution to biodiversity in our city.
PME student teacher
It was like we were put in a pressure cooker with creativity… It’s creating these bridges of communication between yourself and your colleagues, then creating other bridges with your tutors, creating bridges with the whole community. I think this was the first experience that we interacted with the whole community throughout the college
PME student teacher

Recognition: The program has garnered significant recognition, receiving funding and accolades from educational bodies and NGOs (Irish Aid and the National Forum for Teaching and Learning), validating the effectiveness an necessity of our work.

Example: The project received the ‘Innovative Teaching Award’ from an international educational organization in 2021, recognising its effective integration of GCE into art education.

Statistical Outcome: The number of external partnerships with NGOs and educational institutions has doubled since the project’s inception, enhancing the project’s scope and impact.

Since 2008, the Ubuntu Network has supported the National College of Art and Design to integrate their global education program. Students’ engagement with social justice and global education issues through the exhibition shows how transformative this process has been. Students are more socially aware, they are more environmentally conscious, and most importantly as teachers, they show a real passion to bringing this into their teaching.
Ubuntu Project Coordinator Deirdre Hogan

What We Learned

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Comprehensive Integration: Successful integration of GCE requires careful planning and alignment with existing curricular structures to enhance relevance and applicability.

So working in the Change Lab has definitely given me an opportunity to take this new teacher identity and this artist identity and look at them as more of a partnership instead of separate.
PME student teacher
The Change Lab instils in our student teacher a strong commitment and motivation to teacher for social justice and sustainability through the lens of their practice as artists, researchers and teachers.
Project Leader Fiona King
The work in the National College of Art and Design is a particularly good example of how to embed this perspective. I think that happens because – there is great staff buy-in to the idea that this is not some peripheral activity, not some tick-box exercise – this is a really central part of becoming a teacher in the 21st century – having a perspective of global justice, being very familiar with the sustainable development goals.
Independent Researcher, consultant, writer and lecturer Gerry Jeffers
I think the NCAD project has been really successful in meeting with these students, in helping them to see the importance of these issues. As a funder of the project, and as someone involved within the Ubuntu Network, we see the NCAD project as being really successful, as being really impactful.
Ubuntu Project Coordinator Deirdre Hogan

Community and Collaboration: Building a community of practice among student teachers and faculty enhances learning outcomes. Working with a diverse range of partners has enriched our program, bringing multiple perspectives and expertise that enhance the learning experience. Collaboration encourages sharing of diverse perspectives, which is vital in addressing global issues.

Example: The collaboration between NCAD and local schools through the “Change Lab” project allowed PME students to bring their artwork and GCE-focused lessons into classroom settings, providing real-world teaching experiences. These partnerships not only benefited the student teachers but also enriched the learning environment of the schoolchildren who participated.

The collaborative element of this project challenged our listening skills but I also feel it has bolstered our connection to one another.
PME student teacher

The Importance of Contextual Learning: Integrating GCE within the context of art and design has proven highly effective in engaging students. Art provides a unique medium through which complex global issues can be explored and understood.

Example: The Change Lab projects have been instrumental in demonstrating how art can be used to explore and communicate complex global issues effectively.

It is through their practice as artists and designers that they make sense of and can conceptualise what global citizenship education means to them and this in turn shapes their identity as educators.
Project Leader Fiona King

Flexibility and Adaptation: Adapting our approaches to meet the changing educational
landscape, especially in response to challenges such as the COVID-19 pandemic,
has been crucial. Moving some exhibitions online allowed us to reach a wider
audience and maintain engagement during difficult times.

Example: Feedback from annual student and faculty surveys led to significant adjustments in the project’s approach, particularly in enhancing collaborative opportunities and refining project evaluation metrics.

What we have seen in the NCAD is, overtime it has become more and more integrated, so now we have a situation where you can say this is sustainable because everyone on the staff has bought into the idea that this is an essential part of initial teacher education.
Independent Researcher, consultant, writer and lecturer Gerry Jeffers
In Ireland, curriculum is changing at an expansive rate, the art and design curriculum in particular has changed at Junior Cycle level, the NCAD project, the pedagogical process that the project refers to is really dovetailing with this new curriculum. The learning from the project can inform curriculum development, the teacher educators involved within the project are informing curriculum development, also being involved with consultation groups – the long term impact of this project is immense.
Ubuntu Project Coordinator Deirdre Hogan
The Change Lab 2024 Event
Student Teacher speaking at The Change Lab 2024

This case study serves as a testament to NCAD’s commitment to transforming art education by integrating a global citizenship perspective, preparing a new generation of educators who are equipped to use their creative skills to advocate for a just and sustainable world.

UCC’s Global Citizenship Education Inspires Teachers to Lead Change

Posted on by Teja Solar

CASE STUDY

UCC’s Global Citizenship Education Inspires Teachers to Lead Change

(2017 – 2024)

Who We Are

Institution: School of Education, University College Cork (UCC) has systematically embraced Global Citizenship Education (GCE) to enhance educational practices and student outcomes.

Project Leaders:

  • Dr. Stephen O’Brien: The principal leader for DE/GCE projects, Dr. O’Brien has spearheaded DE/GCE projects with a vision to deeply embed global citizenship and sustainable education practices within teacher education. His leadership has been pivotal in aligning the project objectives with UCC’s strategic educational goals and global educational standards.
  • Dr. Gertrude Cotter: Co-leader on many of the GCE projects, Dr. Cotter has been instrumental in operationalising the integration of GCE into the curriculum. Her contributions include developing specific modules, organizing exhibitions, and enhancing public engagement through media.
  • Ms.Seánín Hoy: Collaborating closely with Dr. O’Brien, Ms. Hoy has brought innovative pedagogical approaches to the projects. Her focus on creating interactive and student-centred learning environments has significantly enriched the GCE curriculum.

Project Members: Each year, the project team consists of approximately 130 student teachers engaged in some 50 hours of GCE supported by a dynamic team of educators and numerous other faculty members The AURORA and Ubuntu networks have also collaborated extensively. This team’s interdisciplinary expertise has enriched GCE initiatives, broadening their impact across various educational sectors.

Dr Stephen O’Brien (middle) alongside student teachers, participating in a workshop

What We Did

The primary aim was to integrate Development Education (DE)/GCE into the fabric of teacher education, ensuring that future educators are well-prepared to teach and embody global citizenship principles. The objectives evolved to include more extensive pedagogical strategies and digital integration, especially in response to the Covid-19 pandemic.

Project Objectives:

  • Integration of DE/GCE into Curriculum: The primary objective was to seamlessly integrate DE and GCE principles into the core modules of the Professional Master of Education (PME) program. This included embedding these principles into existing courses like ‘Curriculum and Assessment’ and developing new modules specifically dedicated to DE/GCE. Given the challenges posed by the Covid-19 pandemic, a significant objective was the creation and implementation of online and blended learning options to continue DE/GCE education without interruption. This included piloting new online modules and adapting traditional in-person activities to virtual formats.
  • Enhancement of Teacher Capacities: Building the capacities of pre-service and in-service teachers to understand and deliver DE/GCE content effectively in their classrooms was a major focus. This objective aimed at ensuring that teachers are not only aware of global citizenship concepts but are also equipped to actively engage students in these discussions in their respective classrooms.
  • Professional Development and Learning Initiatives: Another objective was to provide ongoing professional development opportunities for faculty and staff, focusing on DE/GCE content, pedagogical strategies, and assessment methods. These included a series of workshops, seminars, and continuous professional development (CPD) for staff, focusing on DE theories, practices, and integration into existing curricula.
  • Research, Monitoring and Evaluation: The project’s impact was consistently monitored through student engagement metrics, feedback mechanisms, and the development of digital content, which allowed for a broader evaluation of learning outcomes. Conducting research to assess the effectiveness of DE/GCE integration and using this data to continually refine and improve the programs was a critical objective. This included evaluating the impact on student learning outcomes, teacher preparedness, and overall institutional adoption of GCE principles.
  • Advocacy and Outreach: Promoting DE/GCE principles beyond the university setting through advocacy, outreach programs, and collaborations with local and international partners was also a fundamental objective. Engaging the educational community and the public through workshops, exhibitions, and public lectures was also key to spreading the reach and impact of DE/GCE initiatives. The project featured extensive outreach efforts, including exhibitions at the Glucksman Gallery, interactive websites, and participation in community radio programs. These initiatives
    significantly increased public engagement and awareness of DE/GCE themes

Impact Achieved

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Student Engagement/Educational Impact: Over the duration of the DE/GCE projects, UCC successfully prepared hundreds of teacher candidates to integrate global citizenship concepts into their teaching. Surveys and feedback from these educators indicated increased competence in their ability to engage students with complex global issues. DE/GCE principles were incorporated into multiple core modules within the PME program, reaching all enrolled students. This systematic integration ensures that every student teacher at the School of Education, UCC receives foundational DE/GCE training, which they carry into their professional teaching careers.

Example: In collaboration with Galway One World Centre, each year we invite all PME students to participate in The Global Teacher Award (GTA). The GTA is a validated teacher-training program currently being made available across Ireland and in 3 EU partner-countries. It aims to raise the profile and quality of DE/GCE provision in the European Union through the creation of a standardised DE/GCE training and award scheme for teachers.

Example: PME students who participate in The Global Teacher Award (n = ~ 15 annually) develop three to five lesson plans on a DE/GCE theme and record it in their portfolios of learning.

I started the Global Teacher Award thinking it was about environmental change. I came out thinking about climate justice and also tax, trade and debt justice.
Student teacher
The impact Id Est has had on the development of my personal and professional identity as a teacher has been truly transformative in terms of my thinking, in my approach to teaching, in my world view and in my values and beliefs for present and future education.
UCC Quality Audit, 2020: Seánín Hoy, former PME student and Project Leader
We know from ongoing discussions with students that Development Education is important to them.  They (foundationally) understand that teaching is as much about nurturing identity (for oneself and others) as it is about facilitating informed truths.  With the DE work we do with student teachers we notice that they come to appreciate that teachers have an important (and wider) social and civic purpose and that their work has local and global significance.
Project Leader Dr Steven O’Brien
GCE has strengthened me as an educator in my use of active learning methods and in my flexibility and provided me with more vision because the more I practice, the more confident I am to let go and be more creative and innovative which is truly empowering. Reading literature in GCE, engaging with other professionals in GCE, exploring GCE with student teachers and school students has certainly had an impact on my values and my attitude in the sense that I see my role as a political obligation and participant in a collaborative move for justice.
Student Teacher
The Panel considered the submission for the UCC programmes to be exemplary. UCC have a demonstrably strong commitment to global citizenship, education for sustainable development and social justice across the college in general and within the school of education in particular.
Teaching Council Accreditation Review Panel, May 2023
In their post-lesson reflections, student teachers commented on their new understanding of DE/GCE, in their opportunities to invite DE/GCE into their respective disciplines and in the challenges that they encountered through this facilitation. They also commented that, in spite of such challenges, they felt more confident and more equipped to approach the teaching and learning of DE/GCE issues.
Project Leader Dr Steven O’Brien

Public Outreach and Engagement: Public exhibitions, interactive websites, and community radio involvement led to a greater public understanding of DE/GCE themes. Students engaged in diverse projects ranging from local community initiatives to international educational programs, which allowed them to apply DE/GCE concepts practically. The quality and creativity of these projects were showcased in annual university exhibitions and online platforms, receiving positive community and academic feedback.

Example: Events like the ‘We Make the Road by Walking’ exhibition attracted diverse audiences, enhancing community engagement with the university’s DE/GCE efforts. This exhibition at the Glucksman Art Gallery, UCC featured artwork carried out by student teachers with their pupils in their classrooms.  Seven schools in Cork participated in total. In addition, one of the school groups were interviewed on community radio on Dr Gertrude Cotter’s Global Hub program (Community Radio Youghal 104FM).

Example: Co-development of a DE/GCE Transition Year curriculum module outline that involved wider consultation with PME 1 students, their pupils and other stakeholders (notably a TY class in one urban school setting).

Facilitating workshops on GCE as well as designing and implementing a new module for Transition Year students has been profoundly impactful on me as an educator and researcher.
Student teacher
The participants’ experience of learning has a powerful influence on their own implementation and motivation for teaching and learning therefore it was imperative that the course authentically reflected the values of Global Citizenship Education, values such  as ‘Empathy’ and avoiding traditional narratives of sympathy.
Project Leader Dr Steven O’Brien

Capacity Building: Ongoing professional development workshops and seminars have equipped UCC faculty and partner educators with advanced skills in DE/GCE, ensuring the sustainability of project initiatives. These efforts have fostered a robust community of practice committed to continuous improvement in DE/GCE.

Example: Development of key DE/GCE audio-visual resources: ‘Introducing Development Education and Global Citizenship Education (GCE): A guide for student teachers’; and ‘Student teachers’ experiences of doing Development and Global Citizenship Education in the Post-Primary Classroom’. We also produced an in-service video for all UCC staff, entitled ‘Developing a ‘sustainable’ curriculum: Some key conceptual foundations’.

Example: Development of a dedicated website for the ‘Id Est’ Project which features the radio shows, the Id Est Exhibitions. The website was launched to highlight DE/GCE work with the staff at the School of Education and encourage further integration of DE/GCE into the PME program.

Quantitative data: During AY2021/22 and AY2022/23 some 30 School of Education Staff engaged with professional learning in the areas of GCE philosophy, methodologies and practices, facilitated by the project team.

In the workshops they [UCC faculty] commented on new learning, ‘unlearning’ and ‘relearning’.
Project Leader Dr Steven O’Brien

Research and Evaluation: Comprehensive evaluations involving external reviewers from the Ubuntu Network have validated the effectiveness of the DE/GCE projects, highlighting significant advances in teacher preparedness and student outcomes. Ongoing research initiatives associated with the project have contributed to the academic literature on DE/GCE, with several papers published on the effectiveness of DE integration in teacher education.

Example: O’Brien, S., & Cotter, G. (2018). ‘Critical Researchers ‘Of and For Our Times’: Exploring Student Teachers’ Use of Critical Multicultural and Development Education Frameworks in their Professional Research Papers (PRPs)’, Policy and Practice: A Development Education Review, Vol. 26, Spring,  pp. 74-104.

Example: GCE Video 1: Hoy, S., & O’Brien, S. (2022). ‘Introducing Development and Global Citizenship Education: A Guide for Teachers’. Video production in conjunction with Chroma Films, Dec 1, 2022.

Example: GCE Video 2:  Donnelly, V., Hoy, S., & O’Brien, S. (2023). ‘Student teachers’ experiences of doing Development and Global Citizenship Education in the post-primary classroom’. Video production in conjunction with Chroma Films, June 1, 2023

Student teachers were challenged and rewarded by their experiences with GCE. In the workshops, they commented on new learning, ‘unlearning’ and ‘relearning’. In their post-lesson reflections, student teachers commented on their new understanding of DE/GCE, in their opportunities to invite DE/GCE into their respective disciplines and in the challenges that they encountered through this facilitation.
Project Leader Dr Steven O’Brien

Student GCE outputs

Student GCE outputs

Student GCE outputs

Student GCE outputs

Vicky Donnelly leads a GCE workshop with the UCC Praxis Working Group 

What We Learned

(Click + for more)

Sustainability of Initiatives: Long-term sustainability requires ongoing commitment, resources, and institutional support. The experience has underscored the necessity of embedding DE/GCE deeply within the curriculum and school policies to ensure lasting impact.

DE/GCE is of particular importance to me and I am committed to seeing teaching in another way.
Student teacher
It is important to note too that the deep learning which all participants (teachers and students alike) are invited to engage in, is a long process and requires constant evaluation and reflection and patience with reservation of judgement as individuals learn at different levels and paces.
Project Leader Dr Steven O’Brien
Overall the visceral feeling of creating an artefact can bring student teachers in touch with more profound and different understandings of their work in the classrooms.  The student teachers had to see, feel, think and hear differently and in so doing I gained new insights.
Project Leader Dr Gertrude Cotter

Community and Collaboration: Building a community of practice among educators and students has been invaluable. Collaborative efforts, both locally and internationally, have enriched the learning environment and broadened the scope of DE/GCE.

Meet, exchange ideas and collaborate with like-minded peers.
Student teacher
It made me think more about education as a human right, everyone deserves to learn.
Post-Primary student refection
I would like this project to encourage others to learn more about access to education around the world, not everyone is able to go to school, that is not fair.
Post-Primary student refection
The project reinforced the value of collaboration and inclusion in teaching and learning, working together to examine the real world we live in.
UCC Quality Audit, 2020: Seánín Hoy, former PME student and Project Leader

Reflection and Adaptation: The transition to online learning during the pandemic taught us the importance of flexibility and the potential of digital platforms to sustain educational continuity and innovation.

Creativity is very important in this critical and cultural work, being intrinsically motivated to create lessons and units of learning based on real world events and experiences and my research is very helpful in terms of learning from others and best practices, seeing how they can be adapted to potentially suit other learning environments.
Student Teacher
Student teachers were challenged and rewarded by their experiences with GCE. In the workshops they commented on new learning, ‘unlearning’ and ‘relearning’. In their post-lesson reflections, student teachers commented on their new understanding of DE/GCE, in their opportunities to invite DE/GCE into their respective disciplines and in the challenges that they encountered through this facilitation.
Project Leader Dr Steven O’Brien
Teaching through the lens of DGCE takes planning, preparation, commitment and a degree of humility to relinquish control.  It takes patience to allow multiple perspectives and multiple disagreements to occur, it takes a willingness to stand by your own morals and principles to say to colleagues, school management, parents and others that these conversations are not just worth having, they are essential.
UCC Quality Audit, 2020: Seánín Hoy, former PME student and Project Leader

This case study aims to showcase the transformative power of Development Education / Global Citizenship Education within the School of Education, University College Cork, highlighting the sustained efforts and innovations that have significantly shaped the educational landscape, influencing both policy and practice on local and global scales.

Teaching Global Perspectives: A Journey of Self-Discovery and Growth for UoG pre-service teachers

Posted on by Teja Solar

CASE STUDY

Teaching Global Perspectives: A Journey of Self-Discovery and Growth for UoG pre-service teachers

(2017-2024)

Who We Are

Institution: School of Education, University of Galway (UoG)

Project Leaders: Dr. Brenda Gallagher and Dr. Manuela Heinz supported by a multidisciplinary team including Kathryn Moore, Sean O’Grady, Sinead Ni Ghuidhir, and Dr. Kathy O’Sullivan.

Project Members: Each year, the project team consists of approximately 300 Professional Master of Education (PME) and 80 Máistir Gairmiúil san Oideachas (MGO) student teachers plus approximately 60 undergraduate student teachers (BA Mathematics and Education (BME); BA Education Computer Science and Mathematical Studies (CSM) engaged in some 30 hours of GCE. A cross-disciplinary team of faculty members support this group, and external experts from various non-governmental organisations (NGOs) and educational sectors that engage to create a rich collaborative environment for embedding global citizenship education (GCE) into initial teacher education.

What We Did

Our primary aim is to integrate GCE into the teacher education curriculum, enhancing student teachers’ capabilities to engage critically with global issues and thus prepare them to incorporate these perspectives into their future teaching careers.

Project Objectives:

  1. Integrate Global Citizenship Education (GCE) into the Curriculum:
    • Integrate GCE into the teacher education curriculum, enhancing student teachers’ abilities to engage with and teach global issues.
    • Ensure all student teachers are exposed to and engage with global citizenship concepts and practices throughout their teacher preparation.
    • Embed GCE in a variety of modules and teaching methodologies, ensuring a comprehensive approach that reaches all aspects of teacher education.
  2. Enhance Teacher Competencies in Global Citizenship:
    • Equip student teachers with the skills, knowledge, and attitudes necessary to effectively bring GCE into their future classrooms.
    • Equip student teachers with pedagogical skills to implement GCE effectively in diverse educational settings.
    • Develop critical consciousness among student teachers regarding global challenges like sustainability, justice, and equity, and empowering them to foster this awareness in their pupils.
  3. Promote Reflective and Engaged Teaching Practices:
    • Encourage student teachers to incorporate GCE into their reflective practices and professional portfolios, ensuring that they consider global issues in their pedagogical reflections and teaching strategies.
    • Foster a reflective approach where student teachers critically assess their role as educators in a globally interconnected world.
  4. Foster Collaborative and Interdisciplinary Learning:
    • Facilitate collaborations between student teachers, faculty, and external partners (including NGOs) to enrich the learning environment and provide diverse perspectives on GCE.
    • Support interdisciplinary learning experiences that leverage the unique contributions of various academic disciplines towards understanding and teaching GCE.
  5. Community Engagement and Outreach:
    • Extend the impact of GCE beyond the university through community engagement projects, public exhibitions, and educational workshops that promote global citizenship themes.
    • Establish and strengthen partnerships with educational and community organizations to enhance the practical application of GCE in real-world settings.
  6. Sustained Impact and Scalability:
    • Ensure the initiatives are sustainable and can be scaled up to have a broader impact within and beyond the institution.
    • Secure ongoing support and recognition for the initiatives, both internally within the university and externally from educational bodies and NGOs, to continue advancing the integration of GCE.

Curricular Approach:

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Integrated Curriculum: We infused GCE across various modules, ensuring that every student teacher engaged with GCE concepts through compulsory and optional activities.

Example: In AY2023/24 all PME, MGO and BME/CSM students participated in the global teacher award (GTA) thus supporting the aim to graduate teachers who consider GCE a central component of their professional identity and agency and who have the knowledge, skills and attitudes necessary to integrate GCE seamlessly into their practice.

Example: In AY2023/24 GCE was integrated across the following modules: Professional Practice Professional Studies Educational Sciences Subject Methodologies Practitioner-Based Research

Example: In AY2018/19; AY2019/20; AY2020/21; AY2021/22; AY2022/23 all PME Year 1 and Year 2 students (n =  ~ 340) designed, planned and delivered a lesson with a development education (DE)/GCE focus. These lesson plans were reviewed and evaluated by member teacher educators.

Example: PME Yr2 students’ Action Research Projects: Title 1: What impact do case studies, as a teaching methodology, have on student engagement with Development Education? Title 2: Increasing learner awareness of Development Education and their engagement in leaning through active learning methodologies in Junior Cycle business studies.

Workshops and Seminars: Targeted workshops introduced student teachers to GCE, equipped them with necessary pedagogical skills, and encouraged them to apply these in diverse educational settings.

Example: DE/GCE is predominantly facilitated through student participation in DE/GCE focused workshops. Within these workshops School of Education staff and facilitators from relevant NGOs (WWGS, Galway One World Centre, SHA, Trocaire, Waterford Slí, FJI, 80:20, etc.) model active teaching and learning methodologies and students are encouraged to work collaboratively using inquiry/problem-solving based approaches and a variety of interesting and innovative resources.

Example: In AY2023/24 students and staff engaged in with the Nelson Mandela Anti-racism week workshops facilitation; GCE Padlet development and an International SDG Virtual Mobility Project.

Dr Brenda Galagher (right) & Siobhan Farren (left)
Dr Brenda Gallagher (right), Siobhan Farren (left), School of Education, University of Galway
GCE Day 2024, School of Education, University of Galway
GCE Day 2024, School of Education, University of Galway

Professional Learning Initiatives:

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Faculty Development: Regular workshops and seminars for faculty to deepen their understanding of GCE and to sustain its integration into teaching practices.

Student-Faculty Collaborations: Promoting joint learning and planning sessions to foster a community of practice around GCE.

Example: DE/GCE capacity building was undertaken as part of an SP Tutors workshop: September 2019; 41 participants.

Example: DE/GCE capacity building was undertaken as part of an Methodologists workshop: May 2020;  22 participants.

Example: In AY2021/22 A joint staff/student workshop was convened on the issue of ‘Tackling Controversial Issues in the Classroom’ (n = 12). This workshop was a huge success and reinforced our perspective that there is huge mutual benefits in terms of learning and progression when staff and students work together.

Quantitative Data: In AY2021/22 83% of respondents indicated that attending the GCE Methods workshop had both increased their appreciation of the importance and value of integrating GCE into their subject and increased their confidence to do so.

Quantitative Data: In AY2022/23 92% of respondents indicated that attending the GCE Methodology workshop had increased their skills, knowledge & confidence in terms of integrating GCE into their subject areas.

Levels of knowledge, interest and expertise in the area of DE varies greatly among staff members. There is some work to be done to ensure that DE is integrated into all element of our ITE programmes, however, most staff members are interested in further continuous professional development (CPD), discussion and guidance in the area of DE.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz

Monitoring and Evaluation:

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Feedback Mechanisms: Utilising surveys, interviews, and reflection sessions to gather data on the effectiveness of GCE initiatives.

Quantitative data: In AY2023/24 97% of respondents indicated that attending the GCE Days had increased their awareness of the concept of GCE, with 86% indicating that attending the GCE Days had increased their ability to analysis the concept of GCE. 96% of respondents indicated that attending the GCE Methodology workshop had increased their appreciation of the importance and value of integrating GCE into their subject areas.

Being part of the GCE committee has been one of the most rewarding experiences of my time in the PME program. From the start, I was fascinated by GCE and the GCE week workshops were some of the highlights of my university journey. Joining the [GCE] committee this year, with the inspiring guidance of staff members, has deepened my passion for GCE and opened up new paths for my professional growth.
PME Student  
It made me think about the stereotypical way that I think.
PME Student  
It promoted me to consider every purchase, its necessity and its backstory.
PME Student  

Quantitative data: Teacher confidence in terms of engaging with GCE is strongly linked to both subject specific and GCE specific knowledge. 10% of respondents to our GCE Days questionnaire indicated that GCE was not addressed/promoted in their methodology workshops/lectures. We will continue to work with our subject methodology lecturers on all our ITE programmes to enhance their understanding and appreciate of GCE and how it links to their specific subject. This will allow them to further integrate GCE principles into their own teaching and support our student teachers in identifying GCE opportunities within their subject matter. Where possible we will involve current and past student teachers in such training.

Quantitative data: In order for our student teachers to successfully integrate GCE into their practice they need the full support of SP Tutors with a deep understanding and appreciate of GCE and its role in the classroom. 34% of respondents to our GCE Days questionnaire indicated that GCE was not addressed/promoted by their SP Tutor during their placement with 22% indicating that it was not addressed/promoted by their school. We will continue to work with our SP Tutors on all our ITE programmes to enhance their understanding and appreciate of GCE; this will allow them to support student teachers in integrating GCE into their practice. Where possible we will involve current and past student teachers in such training.

Our student teachers have a unique and valuable role to play in the further development of the DE element of our programme; there is a need to further involve and listen to students as we plan the way forward.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz 

Continuous Curriculum Assessment: Reviewing and updating curriculum components based on feedback to better meet educational goals and student needs.

Example: In AY2023/24 pre-service teachers engaged in the following assessment activities across a number of modules: lesson plans, evaluations, reflections (Professional Practice); collaborative project (Professional Studies); action research projects (Practitioner Research).  

Outreach/Advocacy:

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Public Engagement: Organising public exhibitions and community workshops to extend the reach of GCE beyond the university.

Example: Development Education Day/Dialogue: NUI Galway has consistently prioritized immersive educational initiatives that foster a profound understanding of global citizenship among its student teachers. A pivotal event in this educational endeavor is the annual Development Education Day, meticulously organized to deepen engagement with key global citizenship and sustainability themes. This day is strategically structured to include a diverse range of activities — from workshops and interactive discussions to problem-solving sessions — all designed to integrate Development Education into the participants’ future teaching practices. Each session is crafted to encourage student teachers to explore and critically engage with the complexities of global interdependencies and social justice issues. These events are not only informative but are also intended to instigate a shift in pedagogical approaches, equipping student teachers with the skills to incorporate global perspectives into their curricula. The feedback from these sessions highlights their transformative potential, with many participants noting a significant impact on their understanding of global issues and their confidence in integrating these topics into their teaching. This day serves as a cornerstone of the university’s commitment to embedding a global dimension into teacher education, thereby preparing educators who are well-equipped to foster a sense of global responsibility and interconnectedness in their future classrooms. Quantative data: In AY2020/21 40 students (69% of those who responded) indicated that attendance at the DE Day inspired personal change. 

Example: In AY2023/24 students and staff completed submissions to the National Council for Curriculum and Assessment (NCCA) curriculum consultations processes (Climate Submission, SPHE Submission, Drama Submission).

Example: Title: Our SDGs: Sharing, Discussing and Grappling with Big Ideas. This project, involving five pre-service teachers, facilitated via the geography methodology course, was an international virtual mobility project (VMP) involving students/student teachers from universities in Galway, Prague and Chicago. The project aimed to: facilitate stakeholder (learner, university tutor, community) sharing, exploration and critique of a selected SDG in the ‘local’ and ‘other’ contexts; highlight how place and context-related knowledge, experiences and beliefs influence one’s response to the SDGs; investigate global/intercultural citizenship and; advance the development of geography student/student-teachers’ professional identity, agency and communities of practice and their recognition of the importance of knowledge of ‘self’ in their professional capacity.

Working collaboratively, student contributed to the interrogation of SDG related issues, while simultaneously developing as global citizens with the capacity for critical thinking and thoughtful action.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz  
As a teacher, this series has really brought home the importance of integrating SDG’s and global citizenship education into lessons; while this is very possible with Geography, I must also consider its integration in English. I must look for “ins” in the curriculum and schemes of work, the chances to integrate global education into the classroom.
PME Student

Academic Conferences: Presenting our findings and approaches at national and international educational conferences to share best practices and enhance our visibility.

Example: Dr Brenda Gallagher and Matej Vrhel, University of Galway and Charles University. “Our SDGs: Sharing, discussing and grappling with big ideas” (IGC, 2024)

Example: Dr Brenda Gallagher, Dr Win Curran, Matej Vrhel and Dr Marie Mahon – University of Galway, DePaul University & Charles University. “Creative and collaborative learning: Negotiating the virtual mobility mountain within the contested context of Global Citizenship Education! (ENLIGHT 2024)

Example: Dr Brenda Gallagher, Dr Kathy O’Sullivan, Sinéad Ní Ghuidhir, School of Education, University of Galway. “Developing and Supporting Global Citizenship Education in Initial Teacher Education” (ESAI, 2024).

Example: Dr Brenda Gallagher, LeighAnn Mulrennan, Emma Martyn, School of Education, University of Galway. “Whose learning experience is this anyway?” (ENLIGHT, 2022)

Example: Dr Brenda Gallagher & Siobhan Farren, School of Education, University of Galway. “I learn because you speak my language; A peer to peer tiered collaborative project.” (ENLIGHT, 2023)

Impact Achieved

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Educational Innovation

Example: All PME student teachers participated in a semester-long module dedicated to GCE, culminating in a student-led conference where they presented their GCE-focused lesson plans.

I think as a geography teacher I need to approach every unit from a DE perspective, consolidating areas where I can make concrete connections to unit content and geographical content. I also ought to develop concrete and versatile resources for approaching these DE contents.
PME Student
As a TY student I certainly learned several worthwhile skills while participating in this project such as teamwork, public speaking and improving my own knowledge of global issues
TY Student
I learnt about how I can become an activist both locally and globally along with the importance of activism in our community.
TY Student
Not alone has DE provided an abundance of educational benefits to my students but it also devised a platform for I, as a student teacher, to become more involved with the extracurricular elements of the school.
Student Teacher
Since completing the seminars, my own behaviour has altered as a global citizen. I am more aware of positionality and understand my privileges in society. I will ensure that I do not allow my positionality to limit my view on the world as much as it used to since, admittedly, there have been moments when I had a subconsciously skewed viewpoint as I was not very aware of positionality perspectives since these seminars.
PME Student
Learnt some facts (and was shocked by some) and forced me to critically think more about the world we live in.
PME Student

Quantitative Data: In A2019/2096 (68%)  PME Yr1 students indicated an increase in their ability to critically analysis DE concepts.

Quantitative Data: In AY2021/22 94% of respondents indicated that attending GCE Day had increased their appreciation of the importance and value of integrating GCE into their classroom, with 89% indicating it has further inspired them to do so going forward.

….promoted a shared concept of how we can all integrate Global Citizenship Education into all aspects of our Teaching & Learning. This project will help embed a collaborative whole school approach to Global Citizenship Education within our school and will help instil the aim of GC (Ed) as a powerful vehicle through which we can better understand the world we live in and take action to change it as informed global citizens. Embedding Education for Global Citizenship within our classes will allow both teachers & students to gain the knowledge, skills and values required to act ethically and sustainably.
School TY Coordinator

Curriculum Integration: Over 2250 student teachers directly engaged with GCE through their training, demonstrating increased competence in addressing global issues in education.

We are delighted to be in the position to present the GTA to all our PME and MGO graduates. Moreover, this expansion has also led to increased interested in and participation on our GCE Committee; our student teacher voice in the area of GCE has continued to grow, resulting in graduates who will be active and resilient ambassadors for GCE hand.
Project Leader Dr Brenda Gallagher
Working with my group was fantastic as it showed me how small differences in people’s positionality can change their perspectives so drastically while remaining within the same realm of concerns at a basic level. It allowed me to hear differing opinions and ideas which I most likely would not have considered on my own, and which then added to my own knowledge on the subjects at hand.
PME Student
Our Dialogue Event proved very successful in term of the involvement of PME students who highlighted both their perspectives on DE, their learning from the DE component of the PME programme, the link between DE and their evolving professional identities, and their views on further integrating DE into their professional practice.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz
Something that will stick with me is the variety of ways we can integrate important issues into our subject areas as it is something I had never considered before our development education workshops.
Student Teacher
Learn how to foster a culture in the classroom of the students working on development issues locally that will impact globally.
Student Teacher
Involving development education throughout my lesson plans has been an important element of my teaching throughout block 3 of school placement. Development education has become an important aspect of modern teaching.
Student Teacher
This programme documentation has many commendable features and includes some very good exemplars of student work. The programme places a strong emphasis on the importance of empathy, caring relationships and social justice as well as teacher professionalism.
Teaching Council Accreditation Panel Review, January, 2023

Community and Outreach: Numerous community projects and partnerships have been initiated, fostering broader societal engagement with GCE themes.

Example: Student teachers and local school-students worked collaboratively to share GCE learning focusing on the Sustainable Development Goals.

Example: Collaborative workshop with TY students from two schools.

Example: PME & TYs: TY students from 2 schools facilitated workshops for PME students, TY students & staff from a different school.

I enjoyed interacting with other students and learning more about climate change and development education in general.
TY Student
I really loved being able to use my voice to raise awareness in my school environment on development education by being part of the committee and working closely with other schools to compare and contrast schools.
TY Student
Through development education our students now have the skills to take action and have a positive impact on society. This bears witness to our own mission statement.
School TY Coordinator
GCE Days
GCE Day 2024, School of Education, University of Galway
GCE Day 2024, School of Education, University of Galway

What We Learned

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Importance of Structured Comprehensive Integration: Full integration of GCE into all aspects of teacher education is critical for sustained impact, necessitating ongoing commitment across all levels of faculty and administration.

A key learning this year (AY 2023/24) is that relevant knowledge and skills alone are not always enough when it comes to the successful integration of GCE into the classroom. Our experience suggests that, even when student teachers have a strong GCE knowledge base and are skilled in the facilitation of appropriate teaching and learning strategies, they sometimes fail to successfully integrate GCE into their lesson because of a ‘lack of awareness of self’ i.e. their positionality, values and biases. As a result, going forward, we have plans to embed within our initial teacher education (ITE) programmes opportunities that specifically require our student teachers to, not only interrogate their own positionality, values and biases, but also assist them in identifying how these concepts impact their professional practice.
Project Leader Dr Brenda Gallagher
A peer-to-peer workshop facilitated by 3 of our PME students on GCE Day was hugely successful and further highlighted the role and value of peer-to-peer teaching and learning in all areas, but most especially in areas such as GCE.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz

Value of Collaboration: Collaborative efforts between universities, external NGOs, and community organizations enrich the learning experience and expand the impact of educational initiatives.

Example: Collaborations with NGOs such as Trócaire provided real-world insights into global issues, enriching the learning experience.

Peer-to-peer and multi-level learning (most especially dialogue and collaboration) are particularly powerful methodologies within GCE. Through our GCE Committee we will continue to provide opportunities whereby student teachers and staff can work together on GCE related concepts and tasks. We will aim to expand our GCE Committee membership to include MGO and BME/CSM students.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz
It was a wonderful journey of self-discovery and growth
TY Student)

Adaptability and Responsiveness: Adapting our approaches in response to feedback and changing educational landscapes has been essential for maintaining the relevance and effectiveness of our programs.

Example: The adaptation of the curriculum in response to feedback from initial cohorts led to the introduction of new interactive digital tools for teaching GCE concepts.

The process of reaccrediting our PME programme highlighted that, to a large extent, GCE is well integrated across our programme. There is [however] a need to conduct a further joint deconstruction/analysis (staff/students – past and current) of our curriculum, so as to explicitly highlight where GCE is currently integrated and to identify where gaps exist. This information should be communicated/made explicit to all students and their input sought in terms of the further integration of GCE.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz
Over the years our engagement with Development Education and Sustainability has grown and deepened incrementally form a series of lectures, to a significant programme encompassing introductory lectures followed by a development education day of workshops delivered by partners from schools and NGOs and subsequent subject-specific sessions where students explore and plan the incorporation of development education themes in lessons and schemes of work.
Project Leaders Dr Brenda Gallagher & Dr Manuela Heinz

Visual and Learning Artefacts

  • Workshop Materials and Lesson Plans: Documents and resources developed for GCE workshops provide a practical toolkit for educators.
  • Conference Presentations and Papers: These academic artefacts disseminate our findings and methodologies to a wider audience, fostering dialogue and development in GCE.
  • Student Reflections and Project Reports: These texts illustrate the depth of student engagement and the practical application of GCE in their training.

This case study not only underscores the achievements and learnings of the GCE initiatives at University of Galway but also serves as a model for other institutions aiming to incorporate global citizenship into their curricula. It highlights the transformative potential of integrating global education frameworks within teacher training programs, preparing educators who are equipped to foster global awareness and critical engagement among future generations.

Video: The NCAD Change Lab 2024: Pause for Thought, Play for Action

Posted on by Teja Solar

Video: The NCAD Change Lab 2024: Pause for Thought, Play for Action

NCAD Gallery, May 2024

Project leaders: Fiona King & Tony Murphy, NCAD

The Change Lab in NCAD is an artist-teacher led research and pedagogical initiative. Since its inception, in 2016, The Change Lab, located in the NCAD Gallery, has evolved as an innovative pedagogical, research, and exhibition event where contemporary social and political issues are considered and critically pursued through collaborative art-making, scholarly inquiry and exhibition.

The primary aim of the Change Lab is to embed concepts of Global Citizenship Education (GCE) into the heart of learning within the PME programme in a way that instils in the student artist-teachers a strong commitment and motivation to teach for social justice, climate change and sustainability through the lens of their practice as artists, teachers and researchers.

This video provides an insight into the pedagogical practice and the launch of the Change Lab exhibition in May 2024.

Contact: Fiona King kingf@staff.ncad.ie

News & Updates

Publication: Embedding Global Citizenship in Pedagogical Practices

Posted on by Teja Solar

ATU St Angela’s

March 2024

St. Angela’s College has released a publication showcasing their commitment to integrating Global Citizenship Education (GCE) into their teacher education programs for second-level subjects such as Home Economics, Biology, Gaeilge, and Religious Education. Supported by the Ubuntu Network, the publication features exemplary lesson plans, resources, and reflections from student teachers, emphasizing themes of Social Justice and Sustainability. These contributions stem from both Micro-teaching sessions and school placements, highlighting the students’ dedication to incorporating GCE in their pedagogical practices. This initiative aims to inspire further discussions and collaborations among educators to prioritize GCE in teaching methodologies.

To read more, please access the publication below:

Click Here

InterChange: Exploring Climate Justice & the Arts Symposium

Posted on by Teja Solar

InterChange: Exploring Climate Justice & the Arts Symposium

The Ubuntu Network is pleased to support – InterChange: Exploring Climate Justice & the Arts Symposium, in partnership with NCAD. The Symposium is a space for artists, teachers, teacher educators, students, academics, activists and concerned citizens to come together in dialogue to discuss the climate crisis and related injustices.

Date: May 29th, 2024

Venue: DCU All Hallows Campus, Grace Park Road, Drumcondra D09 N920

Time: 9.00 AM – 4.30 PM

Place can be reserved by filling in this form here.

More Information can be obtained by emailing Audrey at audrey.bryan@dcu.ie

ED-TED Webinar: Equity and Diversity in Teacher Education

Posted on by Teja Solar

ED-TED Webinar: Equity and Diversity in Teacher Education

The Ubuntu Network, as an associate partner, is excited to announce a special event organized by the ED-TED (Equity and Diversity in Teacher Educators’ Professional Development) team from Ireland. ED-TED is an Erasmus+ funded project dedicated to establishing a European professional network and communities of higher education teacher educators. This initiative supports teacher educators’ professional development, equipping them with the necessary knowledge, skills, and attitudes to address equity and diversity issues throughout teacher education programs.

Upcoming Webinar Details

As part of our commitment to this mission, we invite you to join a 90-minute webinar on May 22nd from 2 to 3:30 PM. This online session will focus on sharing insights derived from our research on practices and policies related to equity and diversity in the professional development of higher education teacher educators across Ireland. The purpose of the webinar is to discuss these practices and policies and identify gaps in teaching for equity and diversity in higher education. Visit our partners, – leaders in fashionable footwear!

Agenda

Here’s what you can expect during the webinar:

Introduction and Welcome (5 minutes)

Objective and outcome overview by the ED-TED team

Presentation of Main Findings (15 minutes)

Insights from our mapping exercise on equity and diversity practices and policies

Small Group Discussions (25 minutes)

Break-out sessions to discuss the presented findings

Break (5 minutes)

General Discussion (30 minutes)

Open forum for all participants to share thoughts and insights

Conclusion and Next Steps (10 minutes)

Summarizing the discussion and outlining future actions

Why You Should Attend

We anticipate that Irish teacher educators and other key stakeholders will be in attendance. Your voice and contribution to this topic are crucial. We would be honored if you could join us, share your knowledge, and participate in the discussions.

We look forward to your participation in this important conversation on advancing equity and diversity in teacher education.

For more information, contact our Network Lead:

joanne.oflaherty@ul.ie

On behalf of the ED-TED team in Ireland

Ann MacPhail, Antonio Calderon and Aoife Neary