Development education for the privileged: Power and pedagogy in a gap year programme
29 October 2019, 5:00 pm–6:30 pm
This seminar examines a gap year programme in South America that attempted to transform privileged young adults from the Global North into critical global citizens. How did power and pedagogy shape the programme? And what are the implications for development education?
This event is free.
Room 604UCL Institute of Education (IOE)20 Bedford WayLondonWC1H 0AL
Development education (DE) and related forms (e.g. global citizenship education) typically take place with learners from the Global North. These learners can, in many cases, be described as ‘privileged’ in several ways - not least in relation to people from the Global South who are often represented within DE’s focus on global social justice.
Yet there has been insufficient attention in the DE literature to the specific pedagogical implications of teaching privileged learners, and to the associated and important concept of ‘power’ in this context.
In this seminar Dr Pablo Dalby discusses aspects of a critical ethnography he conducted within the setting of a highly structured, instructor-facilitated gap year programme operated in Bolivia and Peru by a US-based organisation. The programme attempted to transform privileged young adults from the Global North into critical global citizens, willing and able to challenge social injustices after spending three months participating in a form of experiential DE. The seminar will explore how power and pedagogy shape what happened during the programme and address some of the broader implications for DE and related forms of education.
About the Speaker
Dr Pablo Dalby
Lecturer and a Learning Enhancement Tutor (for Widening Participation) at the University of East Anglia (UEA)
Dr Dalby's specific interests are in transformative pedagogy and development education and he has 25 years’ experience teaching in various capacities and contexts in the UK and abroad.More about Dr Pablo Dalby