How can I Reconceptualise International Educational
Partnerships as a Form of 'Living Citizenship'?
Abstract of PhD Submission to Bath Spa University, 2012
Mark Potts.
This PhD research project is about developing pedagogy for citizenship
education through the establishment of an international partnership. Whilst
there is a clear national curriculum framework in England for the delivery of
citizenship education as originally established by the QCA (see note), it became
apparent to the researcher that the pedagogical framework for the delivery of
global citizenship education is only partially formed. The project looks at how
over a ten year period the partnership activities between Salisbury High
School and Nqabakazulu School in the black township of Kwamashu in
Durban, South Africa have influenced the education of the participants.
Through a series of reciprocal visits, some funded by the British Council, and
through curriculum activities, fundraising activities and personal contacts the
partnership has developed to become a powerful influence on the lives of the
participants. As it has developed certain underpinning values have emerged.
These values have been articulated as social justice, equal opportunities and
the African notion of Ubuntu, or humanity. The partnership between the
schools has enabled the teaching of these values in a meaningful context.
The research methodology is a participatory action research approach with
the use of video, pictures and commentary to show the educational influence
on the lives of the people in these communities. This has enabled the author
to reflect on how the activities of the partnership have influenced the
education of himself and his fellow participants. As a result of this study there
will be three original contributions to knowledge:
1. The development of a transferable method for systematically analysing
the large amount of qualitative data.
2. A range of transferable pedagogical protocols for citizenship education
that can be derived from school international partnerships together with
recommendations for government policy on how best to extend
educational partnerships and implement international CPD between UK
and South African schools.
3. An examination of the notion of 'Living Citizenship' and exemplification
of it in practice through engagement in the activities of an international
educational partnership.
Note - QCA has since been replaced and superseded by the QCDA, which has now been discontinued by the
Government.
CONTENTS
You can download the PhD in the following Chapters in PDF format
Abstract and Acknowledgments
Contents
List of Appendices; Contents List for Tables and Figures; Glossary of Acronyms; pages i-vii
PREFACEviii-xliv
STRUCTURE OF THESISpage 1
CHAPTER ONE: Introduction and Social Contextpages 2-22
CHAPTER TWO: Literature Review on Values in Education,
Citizenship Education and School International Partnershipspages 23-69
CHAPTER THREE: Research Methodologypages 70-139
CHAPTER FOUR: Review and Evaluation of Two Methods for Analysis of
Qualitative Data. How can the researcher validate the narrative and answer questions about the quality of rigour within the research?pages 140-201
CHAPTER FIVE: Findingspages 202-286
CHAPTER SIX: DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS
How Can I Reconceptualise International Educational
Partnerships as a Form of 'Living Citizenship'?pages 287-369
REFERENCES pages 370-396
You can download all of the contents of the PhD in PDF format by clicking here. It is a 21.2Mb file and will take some time to download with broadband
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