The dilemma with “adjectival educations”

Development education, global education, citizenship education, human rights education, peace education, education for sustainable development – there is an ever increasing number of “educations”, all with their own history and rationale. How to make sense of this multitude, and to to avoid that teachers get overwhelmed by various, always legitimate demands to their classroom practice?

Understanding how these different concepts relate can be a first useful step to create some order (and logical hierarchy) between the different concept. There is certainly not one right answer, but the chart above seems (though a little complex) quite useful to me (however, I don’t know the source, so if anyone knows where this comes from – please put a comment! And sorry to the author if any copyrights are violated..). A more simple version is my personal attempt below, which puts development education and education for sustainable development as “twins separated at birth” under the umbrella of global education and global learning (the latter emphasising the learner centred aspect of empowerment and self-directed learning, while the former is rooted in the more instructive concept of education of someone by someone else). 

Leave a Reply

Your email address will not be published. Required fields are marked *

You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>