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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Global learning: citizenship and sustainability (EDUA10151)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
Summary'Global Learning' explores current and international conceptual responses to a range of social, environmental, economic issues, including those of inequality, sustainable development, social justice, citizenship and learning for sustainability. The concepts of 'global citizenship' and 'Learning for Sustainability' have particularly strong relationships with education from elementary to higher education, in community and informal contexts, and worldwide. The aim of the course is to examine and contribute to this major contemporary field. The course will help students critically interrogate, explore and evaluate educational approaches to global citizenship in the areas of sustainability, sustainable development and social justice.
Course description The course curriculum has the following 4 major strands:

1. Contemporary global social, economic and environmental issues.
The course will examine the different ways these are conceptualised locally and more widely. For example, students might choose to explore aspects of sustainability such as climate change or international justice. They will identify different ways of conceptualising these. For example, climate change could be seen as a problem of natural science invoking largely technical responses, or it could be seen as a societal issue invoking instrumental social responses, emancipatory responses, moral discourse, or some other response. There are both local and global discourses and multiple perspectives involved.

2. Global citizenship and global learning.
Students will explore the idea that one critical means of conceptualising global issues and responses is through the concept of 'global citizenship', which has very strong connections with education and learning (particularly in relation to concepts of progress). The role of International NGOs in these areas will also be critically examined.

3. Local and international education policies.
Student will examine education policies and responses relating to sustainability and citizenship. International comparisons will be raised and the course will consider different levels of policy-making, from on-the-ground practice to national and international systems of education.

4. The evaluation of educational responses.
Students will examine and work from the perspectives of their professional or disciplinary backgrounds to evaluate local pedagogical means of developing global citizenship and learning for, through and about sustainability.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Students MUST have passed:
Prohibited Combinations Other requirements None
Information for Visiting Students
Pre-requisitesNormally completion of years 1 & 2 of an undergraduate programme
High Demand Course? Yes
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. apply a broad and critical understanding of interconnected enviromental and social issues from different perspectives.
  2. evaluate complex and professional issues associated with global citizenship and sustainablity education
  3. critically discuss and compare purposes of global education at different policy levels in different countries.
  4. make informed judgements about learning approaches within complex local responses to global issues, taking account of the different epistemologies involved in different professional disciplines or specialisations
Reading List
Example readings:

DAVIES, I., EVANS, M. & REID, A. (2005) Globalising citizenship education? A critique of 'global education' and 'citizenship education'. British Journal of Educational Studies, 53, 66-89.

DAVIES, L. (2006) Global citizenship: abstraction or framework for action? Educational Review, 58, 5-25.

GAYFORD, C. & WWF-UK (2010) Learning for sustainability in schools. Effective pedagogy., Reading, WWF-UK.

GOUGH, S. & SCOTT, W. (2006) Promoting environmental citizenship through learning: toward a theory of change. IN DOBSON, A. & BELL, D. (Eds.) Environmental Citizenship. Cambridge, Mass., MIT Press.

HARWOOD, D. (1998) The teacher's role in democratic pedagogies. IN HOLDEN, C. & CLOUGH, N. (Eds.) Children as Citizens. Education for Participation. London, Jessica Kingsley Publishers.

HIGGINS, P. (2010) Pedagogy for global intimacy. IN WISELY, T., BARR, I., BRITTON, A. & KING, B. (Eds.) Education in a global space. Research and practice in initial teacher education. Edinburgh, International Development Education Association Scotland.

MARSHALL, H. (2005) Developing the global gaze in citizenship education: exploring the perspectives of global education NGO workers in England. International Journal of Citizenship in Teacher Education, 1, 76-92.

MARSHALL, H. (2007) Global education in perspective: fostering a global dimension in an English secondary school. Cambridge Journal of Education, 37, 355-374.

MARTIN, P. (1996) A WWF view of education and the role of NGOs. IN STERLING, S. & HUCKLE, J. (Eds.) Education for Sustainability. London, Earthscan.

PETERS, M. A., BRITTON, A. & BLEE, H. (Eds.) (2008) Global Citizenship Education. Philosophy, Theory and Pedagogy, Rotterdam, Sense Publishers.

SCHEUNPFLUG, A. & ASBRAND, B. (2006) Global education and education for sustainability. Environmental Education Research, 12, 33-46.

STEVENSON, R. B. (2007 [1986]) Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13, 139-153.

TILBURY, D., STEVENSON, R. B., FIEN, J. & SCHREUDER, D. (Eds.) (2002) Education and sustainability. Responding to the global challenge, Cambridge, IUCN.

Webster, K and Johnson , C. ( 2008) Sense and Sustainability: Educating for a Low Carbon World TerraPreta
[ e-copy accessed free from]
Additional Information
Graduate Attributes and Skills (1) a range of pedagogies and facilitation strategies that are transferable to non-school learning, community-building, and decision-making contexts
(2) research, assimilate and summarise complex data from varied sources
(3) small group working
Additional Class Delivery Information Sessions include mix of tutor input/ 'lecture' and interactive tasks / activities; guest speakers/ workshop leaders; group discussions; outdoor learning /mini 'fieldtrip'
KeywordsEducation,Citizenship,Environment,Global,Sustainable Development,learning for sustainability
Course organiserMs Susan Mclaren
Tel: 0131 6(51 6615)
Course secretaryMs Victoria Lindström
Tel: (0131 6)51 6012
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