Douglas Bourn- phD
- Professor at University College London
Douglas Bourn
- phD
- Professor at University College London
About
17
Publications
281
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
37
Citations
Current institution
Publications
Publications (17)
This open access book brings together leading global education (GE) practitioners and academics to, for the first time, provide a history of GE in Ireland.Ireland is regarded as a leader in the field of GE worldwide, with a rich history going back to the 1970s. Despite this, there is a lack of reflection on its role and contribution to GE internati...
Target 4.7 of the United Nations Sustainable Development Goals can provide an opportunity for a more transformative approach to education. To consider this requires a new approach to learning that moves beyond subjects and disciplines to recognise intersectionality as being central to providing a radical rethinking of the purpose of education. Evid...
The concept of education for sustainable development (ESD) has emerged as one of the important educational themes in the past two decades. Advocates of ESD believe that ESD can lead to socio-economic and environmental justice. However, there is lack of research on the influence of teacher education programme on student teachers’ conceptions of ESD...
Following Paulo Freire and his concept of pedagogy of hope, this book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a con...
This report has been produced by Douglas Bourn, Director of Development Education Research Centre at UCL and Jenny Hatley from Bath Spa University, on behalf of the Our Shared World Coalition of organisations. The focus of Our Shared World is to lobby UK government and other policymakers on why Target 4.7 of the Sustainable Development Goals should...
In June 2020, the United Kingdom (UK) government announced the merger of the Department for International Development (DFID) with the Foreign Office. This decision has potential major implications for development education in the UK which has been funded by DFID since 1997. Around Europe, development education whilst primarily funded by Foreign Aff...
Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury...
Learning about global issues and themes has become an increasingly recognised element of education in many countries around the world. Terms such as global learning, global citizenship and global education can be seen within national education policies and international initiatives led by the UN, UNESCO, European Commission and OECD. The Bloomsbury...
This paper aims to provide an overview of evidence of schools’ engagement in Fairtrade in the UK through the Fairtrade Foundation’s Fairtrade School Awards programme. The paper provides a summary of the comments from schools’ engagement with the programme based on data from teachers and pupils’ learning with evidence from the different levels of th...
This article provides a development education perspective on Brexit. It assesses the real and potential impact of Brexit on concepts of globalism and identity, explores how the outcome relates to xenophobia and racism, and examines the implications for the attitudes of young people with regards to global citizenship. The article concludes by outlin...
This toolkit is designed to provide quick access to a synthesis of research findings related to the influence of partnership on schools in the Global South. It also provides four tools specifically designed to support leaders, teachers, and partnership support organisations interested in using the evidence-based reflection on the design, developmen...
