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Development education: Theory and pr...

Macrae, Llian E. P.

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Development education: Theory and practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Development education: Theory and practice./
Author:	Macrae, Llian E. P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
Description:	424 p.
Notes:	Source: Dissertations Abstracts International, Volume: 53-11, Section: A.
Contained By:	Dissertations Abstracts International53-11A.
Subject:	Social studies education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN65875
ISBN:	9780315658752

Development education: Theory and practice.
Macrae, Llian E. P.

Development education: Theory and practice. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 424 p.

Source: Dissertations Abstracts International, Volume: 53-11, Section: A.

Thesis (Ed.D.)--University of Toronto (Canada), 1990.

This item must not be sold to any third party vendors.

Using qualitative methods, this inquiry examined the nature of development education and its practice in six Ontario classrooms; observation was conducted in five World Issues/Geographic Interpretations and one Global Values class. The review of literature indicated that the nature of development education consisted of three aspects and five attributes. Three aspects. Recent in nature, current in content, and affected by a plurality of communities. Five attributes. Relational, issues-oriented, values-laden, attitudinal, and experiential. Areas of difficulty in the teaching of world issues included: the limited life experiences of the students, an observable degree of ethnocentrism, dependency and passivity, descents into flippancy, residues of stereotypes or prejudices, as well as a discernible measure of educational acculturation to traditional transmission teaching. To overcome some of these social and situational handicaps in teaching development education issues, it was suggested that experiential methodologies be used more extensively in the classroom. Suggestions were proffered to assist teachers in providing an affective base for development education studies. In addition, the affinity of development education to international relief and environmental education was reviewed, and the escalating importance of environmental education considered. It was found that effective development education brought the student into relationship with the The Third World Stranger, by means of empathy and educational encounter--setting the stage for meaningful learning.

ISBN: 9780315658752Subjects--Topical Terms:

3422293
Social studies education.

Development education: Theory and practice.
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500 $a Source: Dissertations Abstracts International, Volume: 53-11, Section: A.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Using qualitative methods, this inquiry examined the nature of development education and its practice in six Ontario classrooms; observation was conducted in five World Issues/Geographic Interpretations and one Global Values class. The review of literature indicated that the nature of development education consisted of three aspects and five attributes. Three aspects. Recent in nature, current in content, and affected by a plurality of communities. Five attributes. Relational, issues-oriented, values-laden, attitudinal, and experiential. Areas of difficulty in the teaching of world issues included: the limited life experiences of the students, an observable degree of ethnocentrism, dependency and passivity, descents into flippancy, residues of stereotypes or prejudices, as well as a discernible measure of educational acculturation to traditional transmission teaching. To overcome some of these social and situational handicaps in teaching development education issues, it was suggested that experiential methodologies be used more extensively in the classroom. Suggestions were proffered to assist teachers in providing an affective base for development education studies. In addition, the affinity of development education to international relief and environmental education was reviewed, and the escalating importance of environmental education considered. It was found that effective development education brought the student into relationship with the The Third World Stranger, by means of empathy and educational encounter--setting the stage for meaningful learning.
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