1. Global Partnerships as Sites for Mutual Learning
Lynne Wyness and Fran Martin
"A Critical Analysis of North-South Educational Partnerships in development Contexts” conference, Limerick, November 30th 2011.

2. Why research study visits to the global South?
The professional development of teachers
Broad spectrum of intercultural experiences
Underlying neoliberal discourse of global citizenship
Reinforcement of stereotypes – ‘frozen narratives’
Little research into impact of study visits on teachers
Southern perspectives
Since 2000 increasing numbers of teachers are taking part in study visits to countries in the global South. A variety of different types of experience exist from one and two year voluntary service overseas, through to visits to partner schools to short-term study visits; all of which offer very different experiences, depending on their purpose.
Study visits have become increasingly popular due to both the growing number of schools that are developing North-South school partnerships/ links and to the internationalisation of higher education.
[difficult to ‘define’ the study visit – rather a braod spectrum of The intended aims of such visits may include: increasing teachers’ knowledge and understandings of development and global issues and deconstructing their own worldviews in relation to these; providing participants with an opportunity for intercultural learning; dismantling negative stereotypes about people/ places in the global South; enabling participants to become active global citizens who have the skills to become successful in an increasingly diverse world and developing an ethical engagement with others.
Many assume that understanding of development and global issues can be effectively achieved through ‘cultural exposure’

3. Research design
Postcolonial theory (Said, 1985; Bhabha, 1994; Spivak, 1988)
Intercultural experiences (Fiedler, 2007); Third space (Bhabha, 1994)
Displacement places (Brock, et al, 2006)
Third Space (or intercultural experiences) – in cross-cultural dialogue, individuals occupy their own cultural space (Bhabha and Location of Culture) and they need to be prepared to step out of this space into the space between them, leaving cultural baggage behind, if learning from the dialogue is to take place. It is incumbent on both parties to do this and to create a third space in which new meanings / understandings can emerge.
De Souza (2008) warns that when focusing on multiple perspectives the goal should not be to arrive at a consensus (which re-creates polarity). He proposes a pedagogy of dissensus as an alternative, which requires an awareness of internal and external difference (self, individual, community) and an ‘openness to new possibilities [rather than] substantial and universal certainties’
Dr Fran Martin, University of Exeter

4. Research questions
‘What impact do two North-South study visits have on teachers’ understanding of development issues and how does this inform their understanding of, and practice in, global partnerships?’
How have two North-South partnerships developed and what context do they provide for educational study visits?
What do teachers from both North and South learn about development and global issues from their involvement in study visits?
What are the key factors that prompt any changes in knowledges and beliefs?
How does this learning inform their practice over time?
The key research question is: What impact do two North-South study visits have on teachers’ understanding of development issues and how does this inform their understanding of, and practice in, global partnerships?
For the past 18 months we’ve been investigating what teachers learn from study visits, and how they make use of what has been learnt back in their own educational settings, giving equal weight to the learning of both northern and southern partners.
We also want to examine the key factors that prompt any changes in knowledges and beliefs and how teachers’ learning informs their practice over time.

5. Participating organisationsUK
Tide~
Development
Education
Centre
The Gambia
National
Environment
Agency
Gambian
Researcher UK
PI and RF
Mutual, intercultural
learning
Although funding has come from the UK, the project was first conceived of jointly by the NEA – Tide~ partnership. After a pilot study in there was a period of consultation involving a variety of ‘end-users’ in the UK, but also all four participating organisations
Tide – NEA
CCCU – GCH
Investigating contrasting global partnerships and contrasting courses
Points of difference that provide potential postcolonial spaces for learning:
Gambia and India both former colonies, but very different historical and cultural contexts
Tide~ - NEA partnership is between UK development education centre and Gambian government department
CCCU – GCH is between University and Charitable organisation.
Tide-NEA study visit course is for qualified teachers and educators of varying levels of experience, NQT – headteacher & university lecturer
CCCU-GCH study visit is for student teachers on 3 year programme.
Challenges:
Values of each partnership sometimes conflicting
Building and sustaining relationships with four organisations
Building in dissemination from the beginning
Indian
Researcher
India
Goodwill
Children’s
Homes UK
Canterbury
Christ Church
University
Dr Fran Martin, University of Exeter

6. Research methodology Participatory, ethnographic approach
Intercultural learning approach - mirroring learning processes in study visit courses
Critical reflexivity
Research team keeping research diaries: personal learning and research team processes
Participatory approach been adopted- attempt to ensure a voice for all partners in the research and to embody the principle of the right of people being researched to influence how the research findings are portrayed...
[Intercultural learning approach- involvement of local researchers in The Gambia and Southern India enables intercultural, mutual learning to take place between northern and southern researchers in the same way as takes place between northern and southern teachers involved in the study visits.]
Due to the research design and methodology the research team is engaged in the transformative learning process alongside the participants.
Helen: ethnographic approach (participant researcher, in-depth interviews)
Taking an ethnographic approach I have taken on the dual roles of participant and observer to examine what UK teachers learn from the course about global and development issues. Alongside this I conducted more in-depth research with five participants from each course, through a series of interviews (pre, during and post-visit)
My own learning is therefore mirroring the learning of the other course participants- I’ve felt and shared the excitement, the hope and the possibilities, but also the challenges and discomfort that have arisen.
Fran: collaborating with southern researchers- engaging in research conversations and learning from difference in approaches to research across the different countries involved.
Research team keeping research diaries: personal learning as well as research team processes
Potential 3rd spaces

7. The Tide~ global learning – National Environment Agency partnership
Established around long-term commitment on both sides
Shared goals – teacher development and building capacity
‘Tricky’ issues have been openly discussed
No formal memorandum
Principle of mutual learning at heart of partnership
Equality does not have to mean the same on both sides.
Reporting findings from Tide-NEA

8. The Canterbury Christ Church – Goodwill Children’s Homes link
Established around 1997 – ‘strong link’
Professional focus on providing student teachers an experience in a ‘developing’ country
No formal memorandum, but long-term commitment on both sides
Mutuality in an acknowledged asymmetrical relationship
Benefits for the university
Reporting findings from Canterbury - Goodwill

9. What have we learnt so far?
Preparatory and post-visit phases are necessary if learning is to be maximised
‘Decolonisation of the mind’ (Merryfield, 2000)
Learning is a relational, dialogic venture – preparatory phases need to consider southern perspectives and impact on southern people / communities / organisations.
Reflective sessions, facilitated by differently knowledgeable others is essential.

10. Final thoughts Entering final phase of the research
Emerging themes – transformational learning, identity, communities of practice, representation and ways of seeing others.
For full Interim Reports from each country