Translating Theory into Practice and Walking Minefields
Lessons from the project 'Through Other Eyes
Bibliographic Data
| ID | 5772861 |
|---|---|
| Authors | Vanessa De Oliveira Andreotti (0000-0003-1608-2488, University of Canterbury), Lynn Mario Menezes De Souza (0000-0001-8831-7034, University of Canterbury) |
| Year | 2008 |
| Volume | 1 |
| Issue | 1 |
| Publication date | 2008-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Development Education and Global Learning (JOURNAL) |
| Journal identifiers | ISSN: 1756-526X • E-ISSN: 1756-5278 |
| Publisher | UCL Press (PUBLISHER • GB) |
| DOI | 10.18546/ijdegl.01.1.03 |
| OpenAlex | W2413332701 |
| Language | EN |
| Citations received | 19 |
| References cited | 13 |
This paper reflects on the lessons learned in the design and development process of the project Through Other Eyes (TOE). It explores the justification and theoretical framework of TOE in the context of development education and global learning by outlining some of the challenges and tensions of translating postcolonial theory into pedagogical practice and of negotiating complex issues of language, representation and ownership in a context of North-South dialogue
Representation · Global Education and Multiculturalism · Global Educational Policies and Reforms · Tourism, Volunteerism, and Development
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Cultura no plural
Virtueller Schulgartenaustausch
Envisioning Global Education in Rwanda
Spontaneous Change
“We all have a responsibility, like, even if we're just high schoolers!”
Enabling critical thinking development in higher education through the use of a structured planning tool
Global citizenship education in a post-disaster context in Aceh, Indonesia
Southern multilingual moves in education
Cultivating global citizens
Depth education and the possibility of GCE otherwise
Instrumentalism, ideals and imaginaries
Global citizenship education in schools seen as an interconnected garden. Reflection from a comparative study of in-service teachers in Poland and Portugal
Place-making ‘out here
Educators’ intentions for learning in Virtual School Garden Exchanges
Equitable partnerships for mutual learning or perpetuator of North–South power imbalances? Ireland–South Africa school links
Beyond curriculum
Development Education and Global Learning
Reciprocal multilingual awareness for linguistic citizenship
Provincializing Europe
Reclaiming Indigenous Voice and Vision
Cultural Translation and the Double Movement of Difference in Learning 'English as a Second Identity'
Cultural Translation and the Double Movement of Difference in Learning 'English as a Second Identity'
Local Histories/Global Designs
Local Histories/Global Designs
Hyper‐self‐reflexive development? Spivak on representing the Third World ‘Other’
Nonnative-English-Speaking Professionals in Tesol
The Problem of Speaking for Others
Development and the 'New' Imperialism
The Geopolitics of Knowledge and the Colonial Difference
Colonialidad del poder, cultura y conocimiento en América Latina Coloniality of power, culture and knowledge in Latin America Colonialidade de poder, cultura e conhecimento na América Latina
Decolonising Methodologies Research and Indigenous Peoples
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,27 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |