Developing the global dimensionDr Stephen Scoffham

Geographical Association Annual ConferenceApril 14th 2012

The problem

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Dominant discourses

• Neo-liberal, market economy– Maintaining advantage in changing world

economy (through e.g. intercultural competencies)

– New forms of colonialism in knowledge economy

• Liberal, ethics of care– Over-riding focus on poverty– Danger of ‘othering’ and paternalistic responses

Fair trade

Fair Trade•Benefits the producer•Is a neat way for consumers to express their preferences•Helps to change the climate of opinion

Questions•Can be presented as a ready-made solution•Raises political questions when taught critically•Runs into ethical objections

Classroom practice - Ofsted

Two students presented the ideas of Fairtrade to the governors. They explained how this would benefit people around the world who were being treated unfairly and could not speak out……

The whole of the Fairtrade group took to the streets of the local shopping centre to encourage shops and cafes to sell Fairtrade products….

After the event, one of the students said, ‘I feel we have made a big difference to the attitudes of managers and bosses’.

Ofsted (2010) Making a World of Difference, London: Ofted Para 117

Classroom practice- textbooksOne recent secondary school textbook devotes 10 pages to development issues‘The activities do not allow students to explore the issues around fair trade, but are given over to exploring why fair trade is a good thing.’

One of the activities suggests things your class could do to help LEDCs‘In this activity geographical education has been replaced by an uncritical approach to global citizenship. There is no getting away from it. This is an ideologically loaded approach to teaching the subject.’

Lambert, D. and Morgan, J. (2011) Geography and Development: Development education in schools and the part played by geography teachers, London: Institute of Education

ITE Students’ objections fair trade

• The money simply goes to the middleman• Fair trade goods don’t taste good• Poor students cant afford to pay more• In school children could only buy ‘fair trade’ • What I do individually won’t make a difference• We should care for the poor in the UK first• There have always been poor people• I’m always going to put myself first

Further questions

– How do we avoid idealising the ethical consumer and acknowledge the complexities of the real world?

– How can we stop making students feel they are responsible for global inequality?

– How do avoid promoting hidden messages of patronage and power?

– How can we best approach the underlying ethical issues?

– How appropriate is it to teach children about issues which might lead them into political action?

Hidden messages

Emergencies Child sponsorship

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Modes of Care - Heidegger

Leaping in• Focus on the matter at hand

that is of concern to the other

• Avoids relating to the other• Takes over for the other• Domination of the other,

creation of dependence

Leaping ahead• Focus on the other’s well

being ‘in the rootedness of their lived situation’

• Requires relating to, and understanding context of the other

• Enabling agency of the other by helping to see own solutions to problems

• Freeing the other, in[ter]depedence

Education and careSolving the lls of society OR Understanding the causes of the ills of society

Leaping in MDGs, charity, campaigning ORLeaping ahead Relational understanding, interconnectedness,multiple perspectives

Questions to consider

Are teachers aware of the pros and cons of

charitable giving?

How can colleagues with significantly

different ideas about global justice work

together?

Do we run a danger of imposing our values

on children?

Where does teaching end and indoctrination begin?

Is it possible to engage with distressing global issues without being drawn into them?