Global education, travel and new imaginaries for teachers' work

Dyer, Julie 2009, Global education, travel and new imaginaries for teachers' work, Monash University, Melbourne, Vic..

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Title Global education, travel and new imaginaries for teachers' work
Author(s) Dyer, Julie
Publication date 2009
Total pages 143 p.
Publisher Monash University
Place of Publication Melbourne, Vic.
Summary This study investigated how teachers‘ knowledge and identities are influenced through their experience of travel. Understanding how teachers make meaning from and respond to travel revealed aspects of knowledge creation and identity formation. Set within contexts of globalisation, the study also investigated global education through analysis of changing definitions and meanings by taking an historical stance.
Through qualitative methodology semi-structured interviews were conducted with two teachers who had recently been on a study tour. The other form of data collection included a collection of four ‗travel‘ stories written by the researcher. The social imaginary was the concept employed to explain and analyse the impact of travel on teachers work and lives.

This small case study of three participants provided a depth of responses to the following three research questions.
1. What is global education?
2. How does the experience of travel shape teachers‘ work and identities?
3. How does teachers‘ work reconfigure global education?
The findings from this study revealed that global education has shifted from a position of marginality in curriculum and teaching practices to a more central location in education policies. The analysis of participants‘ responses to travel as a feature of globalisation, revealed new knowledge, additional teaching pedagogies and greater awareness of stereotypes both held and disclosed from students. The practices and thinking described by participants were consistent with calls for greater cosmopolitan teaching.

This study contributed understanding about how teachers embed global imaginaries in their teaching. This in turn builds understanding around how globalisation is reshaping local contexts and individuals‘ thinking and being. The findings challenge global education as a discrete framework and suggest teachers‘ experiences as influential on education now in a global world. The study confirms that globalisation is reshaping educators‘ work and lives towards a global education.
Notes Master of Education. Thesis
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category AN.1 Other book, or book not attributed to Deakin University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024919

Document type: Book
Collections: School of Education
Higher Education Research Group
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