Journal
BRITISH EDUCATIONAL RESEARCH JOURNAL
Volume 38, Issue 6, Pages 907-927Publisher
WILEY
DOI: 10.1080/01411926.2011.600438
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Funding
- ESRC [ES/H010181/1] Funding Source: UKRI
- Economic and Social Research Council [ES/H010181/1] Funding Source: researchfish
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This paper critically analyses the neo-liberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through NorthSouth study visits is one way of challenging teachers worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy.
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