Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676349
Title: How can global educational partnerships and community cohesion inform one another? : investigating two secondary schools
Author: Rogers, James David
ISNI:       0000 0004 5372 757X
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This thesis investigates the activities of two secondary schools in relation to their duty to promote community cohesion (intercultural understanding and cohesion within communities) and their engagement in global educational partnerships and international activities. In particular this study seeks to ascertain if there is a relationship between community cohesion and global educational partnerships –whether the activities and outcomes from one could inform the other in relation to intercultural understanding. There is little research on the relationship between these two initiatives. The research explores the understanding and experiences of staff involved in these initiatives in the two schools and that of pupils in Key Stages 3, 4 and 5 (11-18 years). Data is generated through semi-structured interviews and document analysis, providing a rich description of participants’ understanding and whole-school activities. What has emerged from the findings is a complex and subtle picture of two schools and their interpretations of their duty to promote community cohesion, engage in international activities, and the relationship between the two. Effective practice is identified such as developing inclusive perspectives through pupil peer-led teaching. However, barriers to effective practice have also been identified and include how cultural diversity is understood and presented through binary perceptions of ‘Other’. Such perspectives, alongside complex paternal power relations evident in educational partnerships with schools in the global South, are identified as problematic in the promotion of intercultural understanding and cohesion. The dominant political discourse, guidance for schools and the role of the schools’ inspection framework (Ofsted) are also influencing factors. Postcolonial Theory is used to interrogate policy and practice and presents alternative perspectives, and these, it is contended, can offer new ways forward in creating a ‘third’ space for intercultural understanding through global educational partnerships and community cohesion.
Supervisor: Holden, Cathie ; Martin, Fran Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.676349  DOI: Not available
Keywords: education ; global educational partnerships ; community cohesion ; development education ; intercultural understanding ; Postcolonial Theory ; postcolonialism
Share: