Courses :: Module, JOURNEYS: OPPORTUNITIES TO EXPLORE, UNDERSTAND AND REFLECT ON THE FROEBEL HOPE TEACHER EDUCATION PARTNERSHIP

	Overview
	This module was developed to strengthen student-teachers� understanding of the continuum of the Froebel HOPE Teacher Education Partnership (FHTEP). The Froebel Department of Primary and Early Childhood Education in Maynooth University is currently engaged in a long-term educational partnership with the HOPE Foundation, based in Cork and Kolkata. The HOPE Foundation is a non-governmental development agency which organises health and education projects to support children and their families in Kolkata, Bengal, India. This module is contextualised in post-colonial theory and aims to scaffold a sense of global citizenship within emerging primary teacher identities, by preparing them to work in partnership with stakeholders in Kolkata (India), in a variety of different educational settings. It is anticipated that this immersive cultural experience will empower learners to take an active role in the promotion of social and global justice, both locally and globally. Content of the module will explore student-teacher�s motivation and commitment to participate in the partnership, with individual and collective critical reflection on issues relating to power, privilege, ethical fundraising, effective altruism and meaningful partnerships. Culturally responsive pedagogy, within a framework of global citizenship education, will be modelled in relation to exploration of the Indian education system and primary curriculum, the integration of guest lecturers from minoritized backgrounds and the ethics of using images and representations of the Global South in the classroom. Finally, an ethic of care will be demonstrated through inputs on personal health, safety and well-being; culture shock and child protection in the Indian context.

Overview

This module was developed to strengthen student-teachers� understanding of the continuum of the Froebel HOPE Teacher Education Partnership (FHTEP). The Froebel Department of Primary and Early Childhood Education in Maynooth University is currently engaged in a long-term educational partnership with the HOPE Foundation, based in Cork and Kolkata. The HOPE Foundation is a non-governmental development agency which organises health and education projects to support children and their families in Kolkata, Bengal, India. This module is contextualised in post-colonial theory and aims to scaffold a sense of global citizenship within emerging primary teacher identities, by preparing them to work in partnership with stakeholders in Kolkata (India), in a variety of different educational settings. It is anticipated that this immersive cultural experience will empower learners to take an active role in the promotion of social and global justice, both locally and globally.

Content of the module will explore student-teacher�s motivation and commitment to participate in the partnership, with individual and collective critical reflection on issues relating to power, privilege, ethical fundraising, effective altruism and meaningful partnerships. Culturally responsive pedagogy, within a framework of global citizenship education, will be modelled in relation to exploration of the Indian education system and primary curriculum, the integration of guest lecturers from minoritized backgrounds and the ethics of using images and representations of the Global South in the classroom. Finally, an ethic of care will be demonstrated through inputs on personal health, safety and well-being; culture shock and child protection in the Indian context.

	Learning Outcomes
	On successful completion of the module, students should be able to: Build on existing GCE theory and practice in relation to values-led critical global citizenship education Demonstrate enhanced confidence and competence in relation to their professional identity and agency as a Froebel teacher in Kolkata Develop a range of cross-cultural competencies and well-being skills, including resilience and self-awareness, communication and leadership skills, the ability to identify and challenge ethnocentrism, greater understanding of empathy and solidarity and teaching in challenging contexts Feel prepared and supported to engage in respectful and reciprocal learning in the context of a local/ global education partnership Utilise dialogic and reflective practice to affirm their commitment to social justice, equity and the right to education Identify future opportunities for NQT�s to enact quality learning in the classroom by modelling child-centred and Froebelian pedagogy

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Additional Reading: Crabtree, R. (2008). Theoretical Foundations for International Service Learning. Michigan Journal of Community Service Learning. Fall 2008, pp. 18-36. DICE Project. (2010). Volunteering Charter: A charter for volunteer pre-service and practising teachers who wish to work in an educational context in countries of the Global South. DICE Project: Dublin Kiley, R. (2004). A Chameleon with a Complex: Searching for Transformation in International Service Learning. Michigan Journal of Service Learning. Spring, 2004, pp 5-20. Martin, F. & Griffiths, H. (2012). Power and representation: a postcolonial reading of global partnerships and teacher development through North-South study visits. British Educational Research Journal, Vol 38, no. 6, pp. 907-927. Titley, A. (2020). �Africa as pedagogical playground: Problematising sending programmes for teachers�' In: Challenging perceptions of Africa in schools: Critical approaches to global justice education. (Eds) O'Toole, B., Joseph, E., & Nyaluke, D. London: Routledge

Additional Reading

Search form

Courses / Module

JOURNEYS: OPPORTUNITIES TO EXPLORE, UNDERSTAND AND REFLECT ON THE FROEBEL HOPE TEACHER EDUCATION PARTNERSHIP

Semester 1

Semester 2