 British Association of Comparative and
 International Education biennial conference,
 University of East Anglia,
 10 th -12 th September, 2010.


 Eleanor J. Brown & W. John Morgan
 University of Nottingham

 First phase of doctoral study in comparative research
 Aims of the study
 Understanding a comparative research design
 Conceptualization: definitions and terms
 Contextualization: Identifying differences within each cultural context

 What is the purpose of Development NGOs non-formal educational activities?

How do DNGOs aim to affect learners’ attitudes and actions for social change?
 How effective are they and what is the role of critical pedagogy and dialogue?
 To what extent are multiple perspectives are considered?
 What are the differences between two cultural contexts?

Conceptualization
(Questions)
Contextualization
(Country 1)
Isolation of Difference
(Analysis of variables)
Contextualization
(Country 2)
Explanation
(Hypotheses)
Reconceptualization
(Contextualization of findings)
Application
(Generalization of findings)
(Phillips and Schweisfurth, 2007: 100).

National
Context
National context of NGOs working in
Development Education
Geographical focus for research
Units of
Analysis

Conceptualisation
Contextualisation
Country 1
Contextualisation
Country 2
Isolation of Differences
Explanation
Application


“education which takes place in a structured or semi-structured way, with specific and commonly agreed goals of learning and understanding, but outside the formal and accredited structures of teaching, examination and awards.”
(Morgan, 2009: 2)

 School curriculum

Primary

Secondary
 Youth work
 Community groups
 Church groups
 Training for staff
 Workshops for members
 Public courses

 Britain

NGOs

Formal Education

DECs

Global learning
 Spain


NGOs
Formal and non-formal education

Public interest courses

Development education







Education for global citizenship
Peace education
Development education
Education for sustainable development
Awareness raising
Global learning






Educación para la ciudadanía global
Educación para la paz
Educación para el desarrollo
Educación para el desarrollo sustenible
Sensibilización
[Aprendizaje global]

“In most other European countries the governments funded development education programmes and nation-wide initiatives in schools, leaving voluntary development education actors to work with a wide range of community and adult groups. It is only in Britain then that the voluntary development education effort has concentrated in schools to the virtual exclusion of all other target groups.”
(McCollum, 1995: 33)

 Plan UK
 Oxfam GB
 CAFOD
 Y Care


DEA
GED – DEC
 TIDE - DEC


Manos Unidas
Intermón Oxfam
 Caritas
 ISF
 CONGDE
 ESF
 SETEM



DEA: global learning
“education that puts learning in a global context, fostering: critical and creative thinking; self-awareness and open-mindedness towards difference; understanding of global issues and power relationships; and optimism and action for a better world.”
There are eight overlapping concepts that are at the heart of global learning:

Global citizenship







Interdependence
Social justice
Conflict resolution
Diversity
Values and perceptions
Human rights
Sustainable development




SETEM: educación para el desarrollo
“education that gives a space to diverse and ambiguous interpretations. The boundaries of the concept are determined by perspections of development, analysis of social change, and our convictions, ideologies and philosophies. There is no single definition, rather, there are fundamental objectives”
Objectives:




Promote consciousness of the problems of development: understanding of the casues and solutions, interdependence and reciprocity for better mutual knowledge
Expand voluntary participation in the debate to sustain a philosophy of genuine political, economic and cultural cooperation.
Intensify solidarity between peoples through better reciprocal knowledge
Reenforce the committment of the NGOs to demanding States to favor structural changes to support the most depreived

 Key concepts in definitions which are consistent throughout both contexts:

Participation and action

Knowledge, understanding and awareness of issues
 Key concepts not explicit in either country:

Only half the definitions mentioned critical thinking, with no pattern across contexts

Few mentioned looking at different perspectives
 Work in formal education is broadly similar in terms of website information

 Focus on non-formal education


The explanation of the work in non-formal education is explained more often in the Spanish context than in the UK
In the UK there is more emphasis on youth work
 Definitions and terminology

Clearly defined and easy to find on Spanish website, with tab and consistent use of terms

Development education is now used less in the UK

There are more terms in use in the UK such as global learning, the global dimension etc.

 Write up overview of contextual differences

National contexts in general

DNGO context in each country
 Discuss contextual differences in each case area (Midlands and Andalucía)
 Identify and select units of analysis

For each unit of analysis, some documentary analysis, interviews with educators and learners

Contact: ttzeb1@exmail.nottingham.ac.uk