Education and Social Justice in Challenging Times British Association of Comparative and International Education biennial conference, University of East Anglia, 10 th -12 th September, 2010.

Situating and Designing Comparative Multiple Case Study Research: Conceptualization and Contextualization Eleanor J. Brown & W. John Morgan University of Nottingham

Overview of presentation First phase of doctoral study in comparative research Aims of the study Understanding a comparative research design Conceptualization: definitions and terms Contextualization: Identifying differences within each cultural context

Aims of the Study

NGOs and non-formal education for global social justice What is the purpose of Development NGOs non-formal educational activities? How do DNGOs aim to affect learners’ attitudes and actions for social change? How effective are they and what is the role of critical pedagogy and dialogue? To what extent are multiple perspectives are considered? What are the differences between two cultural contexts?

Comparative Research Design

(Phillips and Schweisfurth, 2007: 100).

National Context National context of NGOs working in Development Education Geographical focus for research Units of Analysis

Conceptualization

Non-formal education “education which takes place in a structured or semi-structured way, with specific and commonly agreed goals of learning and understanding, but outside the formal and accredited structures of teaching, examination and awards.” (Morgan, 2009: 2)

Formal and non-formal education School curriculum  Primary  Secondary Youth work Community groups Church groups Training for staff Workshops for members Public courses

Contextualization

Cultural contexts Britain  NGOs  Formal Education  DECs  Global learning Spain  NGOs  Formal and non-formal education  Public interest courses  Development education

Terminology Education for global citizenship Peace education Development education Education for sustainable development Awareness raising Global learning Educación para la ciudadanía global Educación para la paz Educación para el desarrollo Educación para el desarrollo sustenible Sensibilización [Aprendizaje global]

Patterns of global education “In most other European countries the governments funded development education programmes and nation-wide initiatives in schools, leaving voluntary development education actors to work with a wide range of community and adult groups. It is only in Britain then that the voluntary development education effort has concentrated in schools to the virtual exclusion of all other target groups.” (McCollum, 1995: 33)

Comparison of definitions Plan UK Oxfam GB CAFOD Y Care DEA GED – DEC TIDE - DEC Manos Unidas Intermón Oxfam Caritas ISF CONGDE ESF SETEM

Definitions - UK DEA: global learning “education that puts learning in a global context, fostering: critical and creative thinking; self-awareness and open-mindedness towards difference; understanding of global issues and power relationships; and optimism and action for a better world.” There are eight overlapping concepts that are at the heart of global learning:  Global citizenship  Interdependence  Social justice  Conflict resolution  Diversity  Values and perceptions  Human rights  Sustainable development

Definitions - Spain SETEM: educación para el desarrollo “education that gives a space to diverse and ambiguous interpretations. The boundaries of the concept are determined by perspections of development, analysis of social change, and our convictions, ideologies and philosophies. There is no single definition, rather, there are fundamental objectives” Objectives:  Promote consciousness of the problems of development: understanding of the casues and solutions, interdependence and reciprocity for better mutual knowledge  Expand voluntary participation in the debate to sustain a philosophy of genuine political, economic and cultural cooperation.  Intensify solidarity between peoples through better reciprocal knowledge  Reenforce the committment of the NGOs to demanding States to favor structural changes to support the most depreived

Key similarities Key concepts in definitions which are consistent throughout both contexts:  Participation and action  Knowledge, understanding and awareness of issues Key concepts not explicit in either country:  Only half the definitions mentioned critical thinking, with no pattern across contexts  Few mentioned looking at different perspectives Work in formal education is broadly similar in terms of website information

Key differences Focus on non-formal education  The explanation of the work in non-formal education is explained more often in the Spanish context than in the UK  In the UK there is more emphasis on youth work Definitions and terminology  Clearly defined and easy to find on Spanish website, with tab and consistent use of terms  Development education is now used less in the UK  There are more terms in use in the UK such as global learning, the global dimension etc.

Future steps Write up overview of contextual differences  National contexts in general  DNGO context in each country Discuss contextual differences in each case area (Midlands and Andalucía) Identify and select units of analysis  For each unit of analysis, some documentary analysis, interviews with educators and learners

Questions? Contact: