The Praxis Project Global Citizenship and Development Education
The Praxis Project Global Citizenship and Development Education Project Housed at Centre for Global Development University College Cork STRATEGIC PLAN 2020– 2023
TABLE OF CONTENTS Global Citizenship/Development Education (GCDE) Introduction 1 Definitions 2 Centre for Global Development 3 Characteristics of GCDE 4 A Note on Terminology 5 Why Global Citizenship and Development Education? 6 Policy Context 7 Human Development Context 8 Pedagogical and Research Contexts 9 Seminal Writers 10 Influencers and Allies 11 Progress of Praxis Project to Date 12 What we are learning 13 Building our Plan: Initial Stages 14 Building on our Experiences 15 Overview of Strategic Plan 16 Strategic Plan 2020 -2023 17 Appendix 1: Staff Survey 23 Appendix 2: Student Survey 24 Appendix 3: 2020 -2021 Results Framework 25 Appendix 4: 2020 -2021 Results Framework 26
Introduction The Praxis Project, is housed at the Centre for Global Development (CGD) at University College Cork (UCC). It invites UCC staff and students to collaborate with us in our efforts to incorporate ‘Global Citizenship and Development Education’ (GCDE) into pedagogy, research and activities across the university. The Praxis Project is funded by Irish Aid. As a project it is still in its infancy, but it is hoped that this three-year plan will serve to establish UCC as a leading proponent of DGCE across all Colleges. We welcome all staff, wherever you are in UCC, to join in our work for a more just, equitable and sustainable future. Education has a powerful part to play in these aspirations. Brazilian educationalist Paolo Freire said “we make the world by walking” and we are waling in the strong tradition of Development Education (DE) in Ireland which goes back to at least the 1950 s. As a sector, both academic and non-academic, we have learned a great deal about the knowledge, skills, values, characteristics and complements that lead to successful GCDE outcomes. We acknowledge those strong voices that have come before us and we welcome new fellow travellers. We welcome all UCC staff and students to work with us. We invite all UCC staff and students to work with us. We are proud to do our part in upholding Target 4. 7 of the United Nations Sustainable Development Goals (SDGs) 2015 -2030 which acknowledges the important role of Education for Global Citizenship in building the conditions for a more peaceful, fair and sustainable world. Aligned with UN policy, Irish Aid’s strategy states that its long-term goal is to ensure that the people of Ireland are empowered to analyse and challenge the root causes and consequences of global hunger, poverty, inequality, injustice and climate change. We would like to acknowledge the trust Irish Aid have put in the Praxis Project and the Centre for Global Development as we collectively strive to make GCDE part of the active culture of UCC and Irish society as a whole. Our thanks to Irish Aid for funding The Praxis Project 1
DEFINITIONS Development Education Development education is a lifelong educational process which aims to increase public awareness and understanding of the rapidly changing, interdependent and unequal world in which we live. By challenging stereotypes and encouraging independent thinking, development education helps people to critically explore how global justice issues interlink with their everyday lives. Informed and engaged citizens are best placed to address complex social, economic and environmental issues linked to development. Development education empowers people to analyse, reflect on and challenge at a local and global level, the root causes and consequences of global hunger, poverty, injustice, inequality and climate change; presenting multiple perspectives on global justice issues. Irish Aid “The immense challenges that we face today require a collective effort that goes beyond the borders of any one community or country. Global citizenship education is recognized in Goal 4 of the Agenda for Sustainable Development, the “education goal”, as a crucial tool in putting learners on the path to meeting modern transnational challenges and contributing to a more peaceful and sustainable world. As we embark on a new education agenda, GCE is of paramount importance. Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education. Global Citizenship In all cases, global citizenship does not entail a legal status. It refers more to a sense of belonging to the global community and a common sense of humanity, with its presumed members experiencing solidarity and collective identity among themselves and collective responsibility at the global level. Global citizenship can be seen as an ethos or a metaphor rather than a formal membership. Being a framework for collective action, global citizenship can, and is expected to, generate actions and engagement among, and for, its members through civic actions in the public domain to promote a better world and future (UNESCO). 2
Centre for Global Development, UCC: Vision, Values and Mission The Praxis Project is housed at the Centre for Global Development. The CGD has the following vision, mission and values, to which we adhere to: VISION Our vision is to enable transformative change towards a more sustainable and socially just world. MISSION Our mission is to support, enhance and promote UCC’s commitment and capacity to promote sustainable global development. VALUES The Centre for Global Development will be guided by six core values: 1. 2. 3. 4. 5. 6. Equity – Participatory | Partnership | Diversity |Gender Dialogue – Engaging | Connectedness | Open-minded | Democratic | Inclusive Transformative – Change | Innovative | Creative | Advocacy | Activist Social Justice Sustainability – Reduce footprint Ethical – Integrity The CGD will incorporate these values into its internal and external relationships and practices. This includes a focus on individuals and groups experiencing social and economic discrimination and marginalisation, such as LGBT+, asylum seekers/refugees, and those marginalised by long-term economic forces and, in line with the fundamental principle of the SDGs, a focus on leaving no-one behind 3
Characteristics of GCDE Ref: G. Cotter (2019) 4
A Note on Terminology When this plan refers to ‘year’ it is the academic year September to August. Therefore Year 1 is the academic year September 2020 to August 2021, year 2 is September 2021 to August 2022 and year 3 is September 2022 to August 2023. We are currently funded by Irish Aid for the year September 2020 to August 2021 and working through the first year of this plan. There can be confusion with the terminology in this field. The terms ‘Development Education’ and ‘Global Citizenship Education’ are often used interchangeably. Traditionally the term Development Education is used in Ireland although the term Global Citizenship Education is now more widely in use, but more or less meaning the same thing. There are differences between the academic and activist tradition that is ‘Development Education’ and that of ‘Global Citizenship Education’, the former linking more with theories of development and the latter linking more with ideas of citizenship. We consider it important to retain the term Development Education in order to honour the rich tradition in Ireland of practitioners, government bodies, activists and academics who have defined, imagined and reimagined this deep philosophical, participatory, action-led and practical approach to pedagogy and active citizenship with a focus on development, justice and human rights. Likewise the term Global Citizenship, links intrinsically with Development Education, but draws too on the rich heritage and discourse of ideas of citizenship that can be traced back to at least ancient Greece if not before. UCC uses the term Global Citizenship and Development Education to bring these two academic strands together, thus connecting and honouring both traditions. educational process sense of belonging to global community shared humanity solidarity collective identity collective responsibility collective action promote a better world and future Global Citizenship G C D E links to development links local and global critical thinking on root causes of injustice political, social, economic Sustainable development Skills, values, knowledge empowers people to Analyse, reflect, challenge and take action for change Development Education 5
WHY GLOBAL CITIZENSHIP AND DEVELOPMENT EDUCATION? Promotes Experiential learning and participative methodologies Students develop & question Knowledge, skills, values Human Rights and Equality Lens DE is about action for change Challenges assumption & stereotypes DE builds solidarity with others Listens to Diverse voices Links theory and practice DE promotes social justice DE challenge s inequality DE develops critical thinking DE links local to global DE looks at root causes of injustice Why Higher Education? GCDE is a lifelong learning process. All parts of society, all education sectors have a responsibility to respond to the difficult challenges facing our world and our society. Staff and students at UCC can and do play their part if questioning some of the Education is not neutral and the Praxis Project emphatically places itself on the side of those who are socially excluded or who are in shadows corners of the world, where their rights as human beings are eroded. UCC staff and students want to make their mark and we hope that the Praxis Project will provide a platform where we can work together. 6
Policy Context • Irish Aid has statutory responsibility for supporting GCDE across all sectors in society, including higher education. This plan aligns with the section in Irish Aid’s strategic plan which aims to “support higher education institutions, NGOs and development education practitioners to increase the number and spread of third level students engaging in quality development education in both the formal and non-formal spheres of higher education”. Irish Aid’s success in this activity will be measured by “the level of integration of development education into third level institutions” (Irish Aid, 2017: 31). While GCDE in youth, community, adult education, pre-school, primary and post-primary education sectors is well developed and understood, it is not as well defined at third level, particularly outside of teacher-training. • The plan also aligns with Sustainable Development Goal 4. 7 which aims, by the year 2030 to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (U. N. , 2016). • At a European level the study speaks to the 2017 European Parliament consensus on development which defines a shared vision and action framework for development cooperation which is explicitly linked (article 122) to development education and how such education can play an important part in raising levels of engagement among the public and in addressing the SDGs at national and global level, thus contributing to global citizenship. • UCC’s Strategic Plan 2017 -2022 has identified eight “leading actions” one of which is the goal of embedding “a global perspective in all of UCC’s activities” (UCC, 2017: 13). This plan aims to ensure that this ‘global perspective’ exposes UCC staff and students to the social justice, sustainable development, human rights and ethical aspects of their work. It endeavours to encourage critical thinking about what we mean by a “global perspective”. • Our work is directly aligned with the Centre for Global Development, UCC’s Strategic Plan 2019 -2022. The CGD’s strategic actions are in three broad areas, Research, Learning & Teaching, Engagement - GCDE cuts across all of these. 7
Human Development Context Our work is set primarily within a human development context. As we write, during the Covid-19 pandemic, development outcomes across the world are impacted by a widening gap between rich and poor within and between countries of the world; by the impact of climate change, unsustainable economic growth models and destruction of biodiversity; by unfair trading and financial injustices; by the impact of poor education or health systems; by the impact (e. g. covid-19) of our globalised and interconnected societies; by the erosion in some parts of the world of democratic structures and progress made in the past in relation to human rights as they relate to gender, religion, ethnicity or sexual orientation. Given the wide range of global issues, it is imperative, in our view, that all faculties in Higher Education are deeply engaged with GCDE and can bring their considerable expertise to bear on pedagogy, methodologies, research, knowledge and debate in this field and bridge local and global. 8
Pedagogical and Research Contexts • A number of significant research reports or reviews point to the need for increased research in this field (GENE, 2015 a. : 15, IDEA, 2015: 5, Irish Aid, 2011: 23 -24, Fiedler, Bryan & Bracken, 2011: 73; Mallon, 2018: 43). Indeed Irish Aid’s (2017: 13) DE strategy states that: …there is a need for targeted strategic research to inform and enhance the effective delivery and practice of highquality development education in Ireland. UCC is well placed to respond to this need. • In terms of pedagogy, research, resources and curriculum development. This is a gap which UCC strives to fill, not just within UCC but as a beacon for other higher education institutions in Ireland beyond. The Praxis Project can, with sufficient funding, make a significant contribution to the development of DGCE in higher education. • Social transformation models of internationalisation suggest the need for radical reform to curricula to foster engaged global citizenship, yet little is written, particularly in the health sciences, depicting how individual universities, courses and their instructors might support such reform. This research proposes a deep analysis of philosophical, pedagogical and practical aspects of Medical training and Health Sciences in general, at UCC, with a view to informing nationwide pedagogical, institutional, and curricular issues related to the challenges posed by the UN, Irish and UCC policies. From a research methodology perspective, it will explore too how critical participatory action research can foster personal transformation and global citizenship while creating bridges of understanding between local and global health issues. It encourages debate and explores the potential for social transformation through the process of integration of global citizenship education into curriculum, pedagogy, policy and practice. • We are motivated by the increased interest of our student population in global issues and by national and international policies promoting and implementing the SDGs. These offer hope and provide a framework in which we can support society to value social justice, equality, human rights and intellectual freedom both for people in Ireland in other countries. UCC’s strategic plan emphasises its ‘global reach’ and we seek to bring a justice perspective to this work. Universities, as President Higgins says, have a crucial role to play in enabling citizens to foster independent thought, engaged citizens and skills to address challenges such as global poverty, climate change and sustainability. 9
Seminal Writers Paolo Freire: Pedagogy of the Oppressed Postcolonialism Vanessa Andreotti Freire (1968): CP is an approach to education that aims to transform oppressive structures by engaging people who have been marginalised and drawing on what they already know. Key Freirean concepts are: (2006) ‘Soft versus critical global citizenship education’, Policy & Practice: A Development Education Review, 3, Autumn, 40 -51. (1) Praxis (Action/Reflection) - it is not enough for people to come together in dialogue in order to gain knowledge of their social reality. They must act together upon their environment in order critically to reflect upon their reality and so transform it through further action and critical reflection. People must engage in. (2) Dialogue. To enter into dialogue presupposes equality amongst participants, educator and students. Through dialogue existing thoughts will change and new knowledge will be created. (3) Conscientization - the process of developing a critical awareness of one’s social reality through reflection and action. (4) We must reject the Banking concept of knowledge - the concept of education in which “knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing”. Embracing the idea that education is a process of action and reflection upon a world in order to change it bell hooks uses the idea of education as a practice of freedom. Critical Pedagogy for example: Shor (1992: 129) states that: …students must go beyond myths, clichés, received wisdom, and mere opinions in order to understand the deep meaning, root causes, social context and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse. Mc Laren and Kincheloe (2007) Students must be able to analyse competing power interests between groups and individuals within a society. Kincheloe (2008): The purpose of education is to alleviate oppression and human suffering. A social and educational vision of justice and equality should be the basis of all education. CP is political and its role is to expose the forces that prevent individuals and groups from making the decisions that will affect their lives. The purpose of Education is to promote freedom and intellectual growth. It requires strong, real strategies that will contribute to ongoing movements and counterhegemonic struggles already active in education today. 10
Influencers and Allies There are many other influencers on our work. For instance we are influenced by theories of Gender, Disability, Critical Race Theory, Queer Theory, Feminist theory and Intersectionality and related areas. We are inspired by the incredible work of NGOs, civic society, academics and activists all over the world and particularly the work of Irish NGOs working in the field of Development Education. Our work does stand on the shoulder of giants. UCC’s work in this field is influenced too by writers in the field of intercultural communication and multicultural education. For example, Sorrell’s (2010): intercultural education as a process of critical, reflective thinking, analysing, and acting in the world. Her praxis model offers six interrelated points of entry (inquiry, framing, positioning, dialogue, reflection, and action), as a tool to reflect on Intercultural Communication and Social Justice. Her ‘intercultural praxis model’ uses our multifaceted identity positions and shifting access to privilege and power to develop our consciousness, imagine alternatives, and build alliances in our struggles for social responsibility and social justice”. If adapted to a wider critical pedagogy approach it presents an explicit theoretically informed, inquiry-based model for the third level learning experience. We are influenced by the We are inspired too by the influenced too by voices of indigenous communities in Ireland around the world. Berta Cáceres Flores (Lenca), environmental activist, indigenous leader, grassroots campaigner. She was assassinated in her home by armed intruders, after years of threats against her life. Senator Patrick Dobson Politician, leader and representing the Yawuru community, Western Australia and winner of the 2008 Sydney Peace Prize. Brigid Quilligan, Traveller woman and feminist, former director of the Irish Traveller Movement and tireless activist and advocate for the rights of Travellers, women and human rights for all. 11
Progress of Praxis Project to Date The Praxis Project began in September 2018. Our pilot year was September 2018 to August 2019. We Achieved the following: • Appointment of part time lecturer/ Academic coordinator, Dr. Gertrude Cotter • Consultation and survey with staff reveals GCDE is of interest to 88% of 52 staff who responded (more detail in appendix 3) • Survey with students reveals 66% of 230 students who responded express interest (more detail in appendix 4); • Establishment of advisory group; • Development of Strategic Plan; • New university wide module • UW 0012 Development and Global • Citizenship Education developed and accepted for UCC Book of Modules; • Successful application for second year of funding from Irish Aid. January 2020 Our first university wide class … “I know theory which is what I wanted. I know more how to think about taking action for social change I know about some of themes. I think I am more willing to look at broader themes and not just my favourites! I know that it is about methodology e. g. when working with groups or even to apply to my everyday life. ” (Student Quote 2020 from evaluation survey) Our second year: October 2019 - August 2020 UW 0012 was launched by Senator Alice-Mary Higgins Dr Gertrude Cotter was appointed as Lecturer/ Academic Coordinator of the Praxis Project. • Delivery of UW 0012 module for first time. There were 18 participants from a wide range of disciplines; • Module launched by Senator Alice Mary Higgins; • Three advisory group meetings took place. • A website www. praxisucc. ie and set up the technical aspects of a forum were established, which we hope will help develop a community of practice next year; • Due to Covid-19 regulation a significant public event which had been organised with Trocaire on theme of business and human rights, was cancelled; • However, Trocaire staff provided a training session to students of UW 0012 on theme of Business and Human Rights; • Dr Cotter presented an online seminar as part of the Centre for Global Development’s Seminar Series on the Sustainable Development Goals. This seminar was attended by twenty staff members of UCC; • We found new allies for our work through this process and we hope to work with these and other staff members in the coming years; • Successfully applied to Irish Aid for full-time academic coordinator which began in September 2020. 12
What we are learning As a new project in UCC we are on a steep learning curve. There are lessons to be learned all the time on this challenging but rewarding journey. In the table below we endeavour to synthesise some key insights which we believe are important as we walk this journey with UCC colleagues and students. STUDENTS STAFF OTHER Students are very interested and often ask ‘why not more GCDE’? For those who participate in GCDE work, they are generally highly motivated, engaged and passionate. Values matter to them. They are open to learning. They value experience and like to learn from the experience of others as well as bring their own perspectives. There is much good-will and openness to learning about GCDE amongst UCC staff. Some are already engaged in development issues but not necessarily engaged with concepts of GCDE. Students who participate in our work enjoy action-based projects based on ‘real-world’ problems. They like connecting with NGOs at home and abroad. For meaningful engagement to take place at both a personal and institutional level, this work will require a slow building of trust, networks, engagement, understanding and leadership. Our hope is that EGC becomes an integral part of how we do business at UCC but this will take time and patience. If it is to succeed the integration of GCDE needs to be understood by funders as a long-term development project. Slow, meaningful engagement with key staff at these early stages will pay dividends at later stages. If this initiative is to be sustainable it requires careful nurturing. Our approach to the integration of EGC into third level education must also be multifaceted, and will require a range of actions at pedagogical, research, practice and policy levels in UCC. The Sustainable Development Goals create a context for Ireland to provide quality GCDE can raise awareness about the SDGs and the SDGs provide a platform for GCDE to find a foothold across all faculties. They are open to new perspectives and strive to more fully understand the concept of a global justice. It is important to show successful outcomes of past and present global efforts because ‘hope’ is important and it is a powerful motivator for students. Through the CGD staff work together but in often very busy schedules. Time is an issue. A collaborative, strategic partnership approach to GCDE is most likely to succeed. There is a dearth of experience and research specifically on GCDE at third level in Ireland, in policy, research and pedagogy. There is a need for targeted strategic research to inform and enhance the effective delivery and practice of high-quality development education in Ireland. 13
Building our Plan Initial Stages Desk Research and Literature Review • DICE supports the integration of DE into initial teacher education (ITE) at primary level; • Ubuntu promotes Initial Teacher Education DGCE at post-primary level; • The School of Education, University College Cork, , run the Id Est Project: Integrating Development Education into Student Teacher Practice; • SUAS - run an interactive course one evening a week over a period of seven weeks on six university campuses in Ireland; • No examples of university-wide DGCE modules found in Ireland; • Developmenteducation. ie / UNESCO / Trócaire / Oxfam / RISC UK have useful resources. • A literature review was carried out on the following: v Development Education history – Ireland; v Development Education – policy context – Ireland, EU, International; v Development Education – at UCC v Critical Pedagogy; v Development education definitions, theory and practice; v Dev. Ed. in Higher Education Consultation In collaboration with the Centre for Global Development (CGD) we met with 24 staff from all four UCC colleges. We also consulted with leading DE academics in Ireland – Cork, Dublin, Galway, London and with leading NGDOs in Ireland. Some findings were: v Importance of a ‘sustainable’ approach to DGCE in UCC and need for funding; v Guest speakers/seminars on themes, skills, theory; v Linking people across UCC – cross-collaboration; v We need Partners, e. g. global development NGDOs for strategic actions; v Could DGCE be part of a masters programme? ; v Interdisciplinary research; v Confusion regarding terminology. v Very positive and interested in UW module; v Strong view to keep DE terminology and not confuse with Education for Sustainable Development; v Projects should be student led; v Combining with creative arts, 21 st century skills and storytelling viewed as positive; v Importance of theory and practice – Freire. Surveys • Consultation and survey with staff reveals GCDE is of interest to 88% of 52 staff who responded (more detail in appendix 3); • Survey with students reveals 66% of 230 students who responded express interest (more detail in appendix 4). 14
Building on our Experience The third year of the Praxis Project is Year 1 of this strategic plan and is currently underway. For the purpose of this Strategic Plan Year 1 is the current year 20202021, and our action plan has been agreed to and funded by Irish Aid. Year 2 of this strategic plan is 2021 -2022 and Year 3 is 2022 -2023. We can now draw on the experience of running our first UW 0012 module and networking internally and externally. We are learning that should GCDE be authentically embedded in higher education, there a number of key understandings which need to be taken onboard. 1. Inviting staff to introduce what may be a new pedagogy for them, in their teaching, learning, curriculum and is a slow process. We cannot and do not assume that staff will consider GCDE as relevant to their work and we are aware of busy workloads. However, our vision is that through slow, collaborative, strategic and enjoyable learning, staff engage with GCDE as one of their pedagogical and research approaches and will endeavour to understand its relevance to their own disciplines. We favour at meaningful bottom-up approach in the spirit of GCDE and not one which is imposed. 2. An authentic approach requires deep collaboration and working closely with initial advocates within different disciplines, with the view to those advocates then promoting GCDE to their colleagues and departments. 3. Increased understanding amongst UCC staff and embedding of quality GCDE as a pedagogical approach in across four colleges in UCC. 4. Increased understanding of, access to and application to their lives/work/study by undergraduate and postgraduate students at UCC to quality GCDE. 5. UCC is developing a strong research culture across campus which informs the deep-rooted embedding of GCDE in Higher Education. 6. Maximised collaboration with Irish and international partners to enhance delivery and impact of GCDE. 7. Increased awareness within Higher Education in particular and wider DE sector generally of what we are learning. 15
Overview of 2020 -2023 Strategic Plan Our Vision Increased accessibility, quality and effectiveness of Global Citizenship and Development Education in UCC and across Higher Education in Ireland. UCC STAFF UCC STUDENTS In a spirit of collaboration and with a view to integration of GCDE across UCC, we will work with all faculties on a phased basis. We will work with both undergraduate and post-graduate, so all students have access to quality GCDE as targeted in SDG 4. 7. ALL STAFF ALL STUDENTS Through a university wide module all students have access to quality GCDE. . Project-based learning also impacts wider community. We invite staff in all disciplines to work collaboratively with us to seek to understand, define and incorporate GCDE across UCC. RESEARCH Phd STUDENTS Our research work will be linked to GCDE Pedagogy in Higher Education. It will inform our collaborative work with faculties. We will develop a body of Knowledge Relating to GCDE in Higher Education. Develop, pilot and deliver a a taught Ph. D module, with a view to engaging at a high academic level with students intending to work in higher education. MOTIVATION Because integrating GCDE across all aspects of the UCC’s work contributes to the development of a just, equal and sustainable world. ROOTED AND NURTURED WITH WIDER SECTOR PARTNERS We will share our learnings with the wider academic and non-academic sector and welcome the opportunity to learn from this fine sector. We will partner with local and international civil society organisations to ensure our work is rooted in and serving society. 16
Strategic Plan 2020 -2023 Overall Outcome Increased accessibility, quality and effectiveness of Global Citizenship and Development Education in UCC and across Higher Education in Ireland. Outputs Output 1 Output 2 Output 3 Output 4 Output 5 Increased understanding amongst UCC staff and embedding of quality GCDE as a pedagogical approach in across four colleges in UCC. Increased understanding of, access to and application to their lives/work/study by undergraduate and postgraduate students at UCC to quality GCDE. UCC is developing a strong research culture across campus which informs the deep-rooted embedding of GCDE in Higher Education. Maximised collaboration with Irish and international partners to enhance delivery and impact of GCDE, through networking and partnerships. Increased awareness within Higher Education in particular and wider DE sector generally of what we are learning. Inputs: Full-time lecturer / academic coordinator. Part-time research assistant: from 2021 onwards. Research assistants, Ph. D students or post-doctoral staff, from a range of disciplines, will be recruited where possible, should funding opportunities arise. Staff : 30 staff from across campus over the three years. Staff input: advisory group meetings three times yearly. Guest speakers from wider GCDE sector, academics and communities in Global South. Staff from partnerships with the international aid agency Trócaire and with the University of Santa Cruz in Mexico. Support of UCC’s Office of Postgraduate Studies to develop and deliver a new taught Ph. D module. 20 Ph. D students 80 undergraduate and post graduate students 20 members of wider community 200 wider staff and general public. 17
What we will do Output 1: Thirty UCC staff will have increased understanding of GCDE and are embedding quality GCDE as a approach in their pedagogy and curriculum. Actions: Outside of teacher training GCDE is not greatly developed at higher education in Ireland. We wish to fill that gap through working collaboratively with staff across all disciplines in UCC. Each year we will: • run six two-hour workshops with a cross-disciplinary group of academic (nonacademic staff also welcome) staff. Staff will be introduced to GCDE. • work together, using a participatory action research approach, to explore how each staff member might integrate GCDE into their curriculum and pedagogical practice. We will also discuss the value and possibilities of cross-disciplinary approaches. This process will result in the development of a series of case studies. • produce 10 case studies each year. Some staff may work together as a group. • each year the participants will co-write a peer-reviewed article for an academic journal and the case studies will be published on our website. • collaborate with the GCDE sector and with global South community or academic partners, particularly in relation to areas of joint actions in real-world settings. • Produce a ‘living’ (accumulated learnings are added each year) report based on the work above, which is launched, disseminated widely and available on our website. Output 1: Results Our success in this output will be measured by the numbers of staff, from different Colleges, who participate in the Praxis workshops, demonstrate increased understanding of GCDE and are actively engaged with embedding quality GCDE as a in their teaching and curriculum development. Output 2: Increased understanding of, access to and application to their lives/work/study by 80 undergraduate / postgraduate students, 20 Ph. D students and 20 members of the wider public to quality GCDE. Actions: 1. UW 0012 Development and Global Citizenship Education We will continue to run the University-wide module UW 0012 Development and Global Citizenship Education which is open primarily to all UCC students and staff and also to the wider community. The module was piloted in 2019 and rolled out fully in 2020, although it was interrupted by the Covid-19 pandemic and had to be reimagined as an online course half ways through. 18
2. Taught Ph. D Module (level 7) in GCDE We will develop (year 1 of this plan), pilot (year 2) and fully deliver (year 3) a taught Ph. D module. This module will encourage a critical understanding at a high academic level of the key principles and practices of global citizenship and development education. It will stimulate reflection on the relationship between theoretical perspectives and students’ lived realities and educational practices. It will encourage reflection on scholarship in theoretical paradigms, interpretive frameworks, methodologies and epistemologies that underpin areas of substantive inquiry on Global Citizenship and Development Education. The reason we wish to focus on a Ph. D module is because third level GCDE pedagogy is our key concern and early-career higher education professionals are generally required to have a Ph. D. This group of students therefore offer a particularly effective means for the Praxis Project to promote GCDE at the early stages of careers. 3. Post graduate diploma in Teaching and Learning UCC also offers a post graduate diploma in Teaching and Learning to all staff, free of charge. We believe this is an ideal positioning for GCDE since the course is aimed at all staff, in all disciplines, at all career levels. It is a course which explores theory and practice of teaching and learning. We will engage with the coordinators of this course with a view to exploring the possibility of integrating a learning section on GCDE into this module. Output 2: Results Our success in this output will be measured by the numbers of undergraduate and post-graduate students and the number of staff who participate in each of the three learning opportunities above. It will be measured too by the quality of engagement as evidenced in projects, actions, assignments, partnerships and integration of GCDE in curriculum, pedagogy, research and practice amongst UCC staff. 19
Output 3: UCC is developing a strong research culture across campus which informs the deep-rooted embedding of GCDE in Higher Education. This will result in 30 case studies from UCC staff, 3 peer reviewed articles and an academic report. Output 3 Activities: We will establish the Praxis Project as a research hub on any aspect of GCDE but with particular emphasis on GCDE in higher education. For this three-year plan we aim to place particular emphasis on research which links to our goal of embedding GCDE across all UCC colleges. 1. We will run six workshops with staff from a range of disciplines; 2. Staff will produce 30 case studies on their disciplines which will be made publicly available; 3. Collectively each participating staff group will produce a peer-reviewed article for an academic journal; 4. Within the four colleges, should we receive adequate funding, we will map existing pedagogy and practice against a set of GCDE characteristics and identify possible new areas for the integration of GCDE; 5. We will produce an academic report detailing our findings which will be launched at an international conference at the end of three years. Output 3: Results Our success in this output will be measured by the number of UCC staff who are actively engaged with the research initiative and the number and quality of case studies which have been produced. It will also be measured by the number of academic articles which have been peer reviewed and published in academic journals and by the number of publication and launch of the academic report. 20
Output 4: Maximised collaboration with Irish and international partners to enhance delivery and impact of GCDE, through networking and partnerships. This will result in attendance and/or organisation of 18 seminars, conferences, trainings and running 6 seminars and an international conference at UCC (online if necessary), reaching 200 staff, students and members of the wider public. It will also result in six action-based projects with four partners. Activities 1. Networking, training, seminars and conference We will share our experience with the GCDE sector. We will attend approx. 18 GCDE related conferences, seminars or events each year and document learning from the events on our website. We will organise three seminars at UCC each year. We will invite UCC colleagues and the wider sector to attend, with a particular focus on linking in with staff in other higher education institutions. Our speakers will be from within and outside of Ireland, with a view to maximising learning for all concerned. At the end of Year 3 we will run a conference to showcase our learning to date and other similar work from around the world. We will support staff to avail of relevant training and development opportunities. 2. Partnering The concept of partnership relates to project work which students and staff will be invited to engage with. Each year we will work with two partners in Ireland or in a Global South country. These partnerships offer an opportunity to work with real world organisations and issues. Deep planning with each organisation will take place to ensure that the partnership is one of equity and that we offer something back to the organisation in return for their valuable contribution to our learning. Two partnerships which we are currently developing are (1) Trocaire, particularly their Business and Human Rights Campaign and (2) Human Rights and language students at the University of Veracruz in Mexico with whom we are working on theme of environment and human rights. Output 4: Results Our success in this output will be measured by the numbers of seminars and conference we organise or attend and the number of attendees and speakers at our events. It will be measured too by the number of website blogs which document our collective learning from these events. It will also be measured by the successful completion of quality projects with at least one partner each year. 21
Output 5: Increased awareness within Higher Education in particular and the wider DE sector generally of what we are learning. This will result in an active web-platform, three communities of practice, an international conference, six seminars, three academic journals, an academic report. Activities: Our work to disseminate our learning will be multifaceted and will include the following approaches: Website, forum and community of practice: we will develop the online platform so that it becomes, a place where knowledge is curated in relation particularly to GCDE in Higher Education. We will establish a forum where students, alumni and partners can establish communities of practice. We will publish blogs based on what we are learning, we will publish our reports, guidelines and academic articles. We will invite guest writers to share their work. We will link our website to a twitter and Facebook account. It is hoped too that this site will be a platform where a community of practice can meet. Seminars and Conference: The seminars, events and conference which we will organise, will provide platforms to share learning, and work with peers to achieve greater impact from our collective endeavours. Publications, Reports, Guidelines: all our work will be disseminated to the wider academic and GCDE sector. It will also be available on our website. Other events: it is envisaged that some of the action projects carried out by students and staff will include organisation of events. Given that this plan is written during the Corona-virus pandemic it is difficult to know where our activities will have to be held online or not. Therefore we are leaving these details open until we have a clearer picture of Covid-related restrictions. We will comply with any guidelines laid down by government and UCC. Output 5: Results Our success in this output will be measured by: 1. Website development with blogs, twitter/FB feeds, forums 2. Thriving community of practice emerging 3. Numbers of seminars/conferences/events attended or organised where learning is shared, with evidence too of documentation of learning on website 4. Publication of academic articles, reports and guidelines 22
Appendix 1: Staff Survey In total, 52 staff members answered a survey which was sent to all staff in January 2019. Students were asked a total of eight questions. Three are presented below. Having read the description of the course do you think it is a good idea? Why? • I have been thinking about developing a module (or part of a module) that looks at the role climate change on Social Work. Its impacts are already visible to social work colleagues in other parts of the world. Most of our students have limited awareness of the centrality of the environment and have an anthropocentric world view. As an educator I'm concerned about this and believe it’s important to help build student awareness of the urgency of the challenge so they can become critically engaged for the sake of their own futures. • Particularly useful to students whose curriculum does not already include this type of content • The skills and abilities that the course aims at cultivating are crucial to students' access at university and beyond. I include some of these skills in some of my evening classes. • It seems like a useful response to a number of global and local challenges. I think it would help to inform students of the wider context of issues such as climate change, migration, human rights etc • University wide modules are innovative and relevant to all. the content looks to create global citizens • Too broad • As the world becomes more connected, yet remains fragmented, competencies in these domains become increasingly important for multiple disciplines • It links development and citizenship and these areas are not widely taught. I do assessments for the Teaching Council and many applicants fall short of the requirements by a small number of credits and this course would be very helpful. With Politics and Society coming on stream this will be very helpful for anybody considering teaching as a career • Because you are uniquely positioned here in Ireland for such a course. • Interdisciplinary learning and critical thinking are very valuable to students of all disciplines. • Looks like a very interesting module, that would be of interest across a wide variety of disciplines. • 'Philosophers have interpreted the world, the point however is to change it‘. • Better prepare students to consider social and cultural aspects in their future workplace. Create more well rounded thinkers. • Employers are increasingly looking for students and graduates to demonstrate an ability to take critically informed, responsible actions on a social, cultural, environmental, economic or political challenge, injustice or inequality through engaged citizenship. . . they are also looking for those soft skills such as analytical, reflective, creative and digital competencies. • I think that global development is one of the most important things for us to understand be exposed to. It shows how we can work collaboratively and broadens the mind when it comes to learning and critical analysis of our own governments and societies. 23
Appendix 2: Student Survey In total, 230 students answered a survey which was sent to all students in January 2019. Students were asked a total of eight questions. Three are presented below. What is your college? Majority were from the Arts, Celtic Studies and Social Sciences but Science, Engineering and Food Science is strongly represented as it Medicine and Health Sciences. Business and Law is represented to a lesser extent. At UCC - have you ever studied DGCE? If you had the option of taking a module on 'Development / Global Citizenship Education' as an accredited module for your degree, would you take it? 24
Appendix 3: 2020 -2021 Results Framework 25
Appendix 4: 2021 -2023 Results Framework Targets and Results Desired Outcomes Planned Activities Baseline Year 1 Targets Year 2 Targets Data Source, Collection Cumulative Results Method and (Years 1 & 2) Frequency of Measurement 1. Integrate GCDE Pedagogy, A 1. run six two-hour GCDE A 1) Six x 2 hour A 1) Six x 2 A 1) 12 x 2 hour A 1) no. of Practice and Curriculum Design workshops with a crossworkshops 10 hour workshops. 20 workshops. No. across UCC so that: disciplinary group of academic staff / 2020 workshops/10 workshops, 10 staff of staff and • 20 UCC staff will have deep (non-academic staff also A 2)10 case staff A 2)20 case workshop understanding of GCDE and are welcome) staff. studies / 2020 A 2)10 case studies evaluations embedding quality GCDE as a A 2. using a participatory action A 3) 1 peer studies A 3) 2 peer A 2) no. of case approach in their pedagogy and research approach, explore reviewed A 3) 1 peer reviewed articlesstudies curriculum; how staff might integrate GCDE article/2020 reviewed article reviewed A 4) 4 civic A 3) no. of peer • UCC staff produce 15 -20 case into their curriculum and A 4) 2 civic article engagement reviewed articles studies (some may work together), pedagogical practice and engagement A 4) 2 civic actions A 4) no. of civic published and disseminated as develop a series of 20 case actions / 2020 actions engagement A 5) Final Report engagement part of an academic report; studies. A 5) Report part 1 A 5) Report part actions with parts 1, 2, 3 actions and • UCC staff produce two peer. A 3. participants co-write 2 peer- /2020 2 A 5) Report part evaluations reviewed articles for an academic reviewed articles for an 3 A 5) no. of final journal, written collaboratively by academic journal. reports UCC staff; A 4. 4 civic engagement actions • Advisory group in place, meeting with Irish NDGO or Global three times a year. South partners. A 5. Produce a ‘living’ (accumulated learnings are added each year) report based on learnings, which is launched, disseminated widely and available on website. 2. Increased understanding of, B. 1) Continue to run UW 0012 B. 1) no. of access to and application of Development and Global Development students/staff/co quality GCDE to their Citizenship Education with 25 and Global mmunity lives/work/study by particpatns yearly Citizenship participants and 50 undergraduate / postgraduate B. 2) Run taught Ph. D Module Education 40 Education with Education 50 evaluations students (level 7) in GCDE/10 students/staff 25 25 students/staff B. 2) no. of 20 Ph. D students yearly B. 2) Ph. D Module students/staff B. 2) Ph. D students and 20 members of the wider public B. 3) Two hour input into UCC’s developed/accep B. 2) Ph. D Module 20 evaluations B. 3) post graduate Diploma in ted by UCC Module piloted Module students no. of hours input Teaching and Learning in B. 3) zero 10 students delivered 10 B. 3) 2 x 2 hour to diploma and Higher Education/60 students B. 3) Two hour students input into UCC’s evaluations yearly input into B. 3) Two hour post graduate UCC’s post input into Diploma in graduate UCC’s post Teaching and Diploma in graduate Learning in Teaching and Diploma in Higher Learning in Teaching and Education/120 Higher Learning in students Education/60 Higher students Education/60 students 3. As a vibrant hub for academic C. 1) Establish the Praxis C. 1) application C. 1) 1 x part- C. 1) researcher discourse, the Praxis Project as a research hub on for part-time research in place developing a strong research any aspect of GCDE and with researcher position C. 2) no. of case culture which informs the deepparticular emphasis on GCDE C. 2) 10 case C. 2) 20 case studies rooted embedding of GCDE in in higher education. studies produced studies C. 3) no. of peer. Higher Education with an online C. 2) 20 case studies produced by staff who produced by reviewed articles digital archive with 40 curated by staff who attend GCDE staff who attend C. 4) no of artefacts, training on individual disciplines training on attend GCDE training research 20 UCC staff forming community. individual training on on individual artefacts of C. 3) Two peer-reviewed disciplines, individual disciplines, Practice articles for an academic journal. contributing to disciplines, contributing to Publish 20 case studies C. 4) Produce an academic report in A. 5 contributing to report in A. 5 Contributing to academic report detailing findings which above report in A. 5 above Publish 2 academic journal articles will be launched at an C. 3) One peer- above C. 3) Two peerinternational conference. reviewed articles C. 3) One peer- reviewedarticles C. 5) Develop a digital archive for an academic reviewed for an academic with 40 research artefacts journal. articles for an journal. curated each year. C. 4) 40 research academic C. 4) 80 artefacts curated journal. research on digital archive. C. 4) 40 artefacts research curated on artefacts digital archive. curated on digital archive. 26
Appendix 4: 2021 -2023 Results Framework (continued) Targets and Results Desired Outcomes Planned Activities Cumulative Results (Years 1 & 2) Data Source, Collection Method and Frequency of Measurement D. 1) 6 seminars D. 2) 12 GCDE related conferences, seminars, trainings or events and document learning. D. 3) 1 xinternational conference D. 4) 2 partners in / 4 actionbased projects D. 1) no of seminars D. 2) no of GCDE events attended and no. documented D. 3) no. of international conference and evaluation D. 4) no of partners in / action-based projets and evaluations Baseline Year 1 Targets Year 2 Targets 4. Enhance delivery and maximise D. 1) Organise 6 seminars at D. 1) 3 seminars D. 1) 3 impact of GCDE across UCC and UCC. Invite speakers from D. 2) Attended 6 seminars Ireland, through networking, within and outside of Ireland, GCDE related D. 2) 6 GCDE collaboration and partnerships. with a view to maximising conferences, related Outcomes: learning for all concerned. seminars, conferences, • 12 reports based on seminars, D. 2) Attend approx. 12 GCDE trainings or seminars, events, training and conferences we related conferences, events and trainings or have attended, are available on the seminars, trainings or events document events and Praxis website. and document learning. document • 200 staff, students and members of D. 3) Run an international D. 3) zero learning. the wider public are exposed to conference to showcase D. 4) 2 partners D. 3) zero D. 3) 1 x GCDE through six seminars and an learning and other similar in / 2 action. D. 4) 2 partners international conference organised work from around the world. based projects in / 2 actionconference by the Praxis Project. D. 4) Each year we will work based projects D. 4) 2 • Four action-based projects with four with two partners in Ireland or partners in / 2 partners are successfully completed in a Global South country, action-based and evidenced in academic report. resulting in four action-based projects Currently working with Trocaire and projects between students, the University of Santa Cruz in staff and partners. Mexico. 5. increase awareness within Higher E. 1) Continue to develop E. 1) Online Education in particular and the wider online platform to share platform in place platform DE sector generally of our work and knowledge in relation with 40 research updated with what we are learning. Outcomes: particularly to GCDE in artefacts, 10 40 research • an active online platform showcases. Higher Education, supporting blogs, 2 articles artefacts, 10 (1) our 2 communities of practice on 40 new research artefacts per E. 2) 2 blogs, 2 website forum (2) 40 curated GCDE year, showcasing our communities of articles artefacts (3) reports on Praxis academic articles and report practice with 10 E. 2) 2 international conference and six and featuring monthly blogs. participants in communities of communities seminars (4) two academic journals E. 2) Support 2 communities each. practice with 10 of practice and an academic report produced by of practice through web. E. 3) 2 guest participants in with 10 UCC staff; (5) ‘news’ space based forum. contributors each. participants in informing public of upcoming events; E. 3) Invite guest contributors E. 4) Website E. 3) 2 guest each. (6) regular GCDE related blogs to share their work linked to a twitter contributors E. 3) 2 guest including from invited guests from E. 4) Continue to support and Facebook E. 4) Twitter contributors the wider academic community and linking of website to a twitter account. and Facebook E. 4) Twitter GCDE sector; and Facebook account are and. Facebook • the seminars, events and supported. account are conference which we will organise, supported. will provide platforms to share learning, and work with peers to achieve greater impact from our collective endeavours; • 2 academic papers will be presented at seminars and disseminated through wider sector; • 6 seminars and conference offer opportunities for sharing learning; • Final academic report will be disseminated to the wider academic and GCDE sector. It will also be available on our website. E. 1) Online E. 1) no. of 80 platform research updated with 80 artefacts, blogs, research articles new to artefacts, 20 platform blogs, 4 articles E. 2) no of E. 2) 2 communities of practice no of practice with 20 participants. E. 3) no of guest E. 3) 4 guest contributors E. 4) activity E. 4) Twitter and levels: Twitter and Facebook account are supported. 27
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