Critical Thinking NI Galway National University of 批判性思维高威国立大学.pptVIP

Critical Thinking for Development Education; moving from Evaluation to Research: DERN CONFERENCE OCTOBER 2009 Son Gyoh MSc Development Management The Role of Research Learning in mainstreaming Southern perspective Introduction Two major challenges to global south dimensions: Low Level of Research and Learning Resistance/reluctance from dominant actors to re learn The word ‘mainstream’ is used only in a generic way to describe dominant perspectives/actors and by no means confer or imply the superiority of one perspective over the other. Implications: Attempts to include global dimensions dominated by evaluation approaches Resistance within global north epistemology to shift conceptual boundaries Compromise professional premise of southern actors/practice Context Practice environment of isolated impact measurement than learning perspective boundaries remain polarised A new space for critical thinking dialogue Efforts to improve methodologies OSPDE Imperatives of Agenda based approaches to DE Development connotes an agenda of progressive change (Thomas, A. 2000). Education aimed at understanding and challenging global inequalities serves an agenda Global south actors work around specific issues to mobilise action for change at various levels Critical questions What informs southern Perspectives to DE? (the urgency of real life experiences?) What constitutes a methodology? Is the concept of universality in methodology an abstraction? Challenge for southern actors Theorising the ‘agenda’ nature of southern perspectives into systematic knowledge overarching influence of ‘the principles of education’ over ‘a vision of development’ Solidarity remains underexplored in securing global civil consciousness and partnership. Constrained learning spaces Current engagement favour mini grant projects with clear benchmarks Conferences unable to sustain the learning circle leave more questions unanswered disconnect between theory and practice Evaluation