The Global Teacher Project

Trustees

Margot Brown | Ali Brownlie | Nick Clough | Marjorie Drake | Peter D'Sena

Jaya Graves | David Hicks | Cathie Holden | Andrew Hutchinson | Sue Lyle

Fran Martin | Aileen McKenzie | Julia Tanner | Lakhbir Virk

Margot Brown (Chair 2002/03)

Margot Brown is the National Co-ordinator of the Centre for Global Education, York St John college, York. she is a trained teacher and trainer in the fields of global education. She has taught a two-year Diploma in Global and Mulitcultural Education at the University of York over several years. She has developed, and is currently teaching, a module on educatin for a multicultural society. she has also developed an MA module on global education, also at the University of York.

In addition to teaching and training, she co-ordinates the work of the Centre for Global Education. Since she joined the Centre in 1988, she has been author/co-author of nine teacher handbooks. In 2001, she worked on a series of curriculum handbooks to enable subject specialists, of students aged 11 - 16, teach about human rights.

She is currently co-ordinating a regional project, From Charity to Justice, linking human rights education and development education, and acting as consultant on human rights and citizenship in several countries.

Ali Brownlie
Development education consultant.

Nick Clough

Nick Clough is a principal lecturer and Chair of Faculty Board at the Faculty of Education, University of the West of England, Bristol. He teaches on both Initial Teacher Training and Inservice courses, specialising and researching in Education for Citizenship.

He is a governor of a local inner urban school and has joined the Editorial Group of the Runnymede Trust. He is a consultant for SOROS on the national Open School programme in Latvia and co-ordinates ERASMUS programmes about education for citizenship in Europe for student teachers in Hungary and Latvia.

In 1998, he published a book, jointly edited with Cathie Holden, Children as Citizens: Education for Participation with Jessica Kingsley. He and Cathie have just completed the manuscript for a new book Education for Citizenship: Ideas into Action for Routledge which will be published in December 2001.

He is currently studying for an EdD and has focused his research and writing on the development of pedagogy for decolonisation, drawing on his experiences in Zimbabwe where he is involved in a project to develop a community library in the Bindura district. He is also learning to play the mbira and to sing in the Shona language and performs in the band Zango.

Marjorie Drake

Marjorie has been the Primary Education Support Worker at Lancashire Global Education Centre since January 1986. She has devised and run two 10-week courses for PGCE students at St. Martins College, Lancaster, on development education (DE), run a dayschool on DE for WEA tutors, and contributed to many other initial and in-service courses and conferences. She has been a Director of the Lancashire-Gulu Local Agenda 21 Link Association, and is currently a member of Lancashire County Council's Environmental Education Group. From 1991-1996, she worked as a visiting teacher for ActionAid. In 2001, she completed a Diploma in Environmental and Development Education from South Bank University. She has been engaged in the DFID-sponsored 'Enabling Effective Support' initiative and other research into global education in schools.

Her publications include A Fight to Belong (teaching pack), SCF (1999); contribution to Making it Happen, WWF (1998); chapter in Developing the Global Teacher, Trentham Books (1996); chapter in Time and Place, Simon and Schuster (1992); and numerous other articles and leaflets on topics related to development education.

A former teacher, Marjorie was brought up with an international outlook by keen UNA parents, and always tried to introduce a global perspective to her pupils. She was trained in the era of "child-centred education" and believes passionately that the best learning happens when pupils are actively involved and valued.

Peter D'Sena
Senior Lecturer in History, Leeds Metropolitan University.

Jaya Graves

Jaya is Co-ordinator of Southern Voices (SV) - a Network of Southern people resident in the UK, Black British people, and organisations in the South. It is one of the few, possibly the only, such network in the UK. Essentially, Southern Voice members are practitioners, work closely with local groups and are concerned with the needs and entitlement of an intercultural society. In their work, there is an obvious and seamless connection between the global and intercultural.

She is on the BOND (British NGOs in Development) Executive. She contributed to Pathways to a New Millennium, (Ed. Opiyo Mumma et al), paper presented in Kenya for the Biannual Conference of IDEA - 'International Drama/Theatre and Education Association'. She wrote 'Listen to the South: Creating Partnerships in Education' a chapter in Developing the Global Teacher, (Ed. Miriam Steiner, Trentham Books (1996); and has made various contributions to the Development Education Association Journal.
There was never a time when Jaya was not aware of discrepancies in wealth, social provision and power. When she arrived in the UK, this included racism. Her involvement in Global Studies and 'development' stems from an ideological commitment distilled from this. Southern Voices is committed to bringing the perceptions of Southern people to where 'development' and development education activity takes place, so there is a complementary 'fit' between what she does and what she believes.

Professor David Hicks

David is Professor in the Faculty of Education at Bath Spa University College (UK) where he runs the Centre for Global & Futures Education. He teaches on the undergraduate Education degree and is responsible for modules on Futures Education, Education and Environment, Radical Education, Education for Change, and Citizenship Education. He has a particular interest in the need for both a global and futures dimension in the curriculum.

He taught geography in schools before directing a national global education project World Studies 8-13 (1980-89). Since 1990 his writing, research and teaching have particularly focused on ways of helping students and teachers think more critically and creatively about the future. He is internationally recognised for his work on global and futures perspectives in the curriculum and has lectured widely to educators in the UK, Australia, Canada, Italy, Thailand and Taiwan.

David has written extensively on global education, futures education, peace education, environmental education and geographical education and his work has been translated into Japanese, Korean, Spanish, Italian and Hungarian. His most recent book is Lessons for the Future: The Missing Dimension in Education (Routledge Falmer, 2002); others include Citizenship for the Future: A Practical Classroom Guide (World Wide Fund for Nature UK, 2001); with Rick Slaughter Futures Education: The World Yearbook Of Education 1998 (Kogan Page, 1998); with Cathie Holden Visions of the Future: Why We Need to Teach for Tomorrow (Trentham Books, 1995).

David's research interests focus on the potentially transformative role of education in changing times. He has carried out research: children's concerns for the future; strategies for envisioning preferable futures; educators' sources of hope in post modern times; and popular perceptions of the millennium.

Cathie Holden

Cathie is a Reader in Education at the University of Exeter, teaching humanities (PGCE Primary) and citizenship education (B.Ed., PGCE and CPD).

She has obtained European research funding for the University in the fields of Education for Citizenship in Europe, intercultural education, and juvenile underachievement (boys in literacy).

She has many publications, those most relevant being: With Hicks, D., Visions of the Future: Why We Need to Teach for Tomorrow (pp160), Trentham Books (1995); with Clough N (eds) Children as Citizens: Education for Participation (pp 278), Jessica Kingsley Publishers (1998); 'Tomorrow's Citizens: The Differing Concerns of Girls and Boys', in Children's Social and Economics Education, 2,2,80-93 (1997); 'Learning for Democracy: From World Studies to Global Citizenship', in Theory into Practice: Journal of the Ohio State University (2000); 'Ready for citizenship? A case study of approaches to social and moral education in two contrasting primary schools in the UK', in The School Field: Journal of the Educational Research Institute of Ljubljana, Slovenia (2000)

Ever since putting into practice the ideas and philosophies of the World Studies 8-13 project into her teaching in primary schools, Cathie has been committed to the work of the World Studies Trust and to global education in general. Now, as a teacher educator, the principles of world studies and global education are still at the heart of all her teaching, whether to future primary school teachers or to practicing secondary teachers embarking on education for citizenship.

Andrew Hutchinson
Head of Education, Save the Children, London.

Dr. Sue Lyle

Sue is Senior Lecturer in Education at Swansea Institute of Higher Education; Programme Director for the MA (Ed). She also co-ordinates teacher research bursaries and works with individual teachers and with whole school projects on action research.

She is a member of: the Steering Committee for SAPERE - Society for the advancement of philosophy for children; and the management group of SER (Swansea Enquiry and Research), a partnership between LEA and HEI. Sue's PhD in 1998 was on the topic of how children, aged 9-11 make meaning. She has recently developed a new MA (Ed) module in education for racial equality.

Her publications include:
"Enhancing literacy through geography in upper primary classrooms", in International Research in Geographical and Environmental Education, Vol. 9: 2. pp.141-157 (2000). "Narrative understanding: developing a theoretical context for understanding how children make meaning in classroom settings", in Journal of Curriculum Studies Vol. 32: 1. pp. 45-63 (2000).
A River Child (education resource about the life of a child in rural Nigeria), SIHE (1992)
Ocean Environments (education resource on global environmental issues), SIHE (1994)

She has been actively involved in global education since 1978 and has actively sought to promote work in the field throughout her professional career. Between late 1985 and 1990, she directed a Development Education Centre in West Wales, during which time she wrote seven teaching packs on global issues for both primary and secondary schools. Since1990, she has been a teacher educator working on the BA in primary education. In this capacity, she is responsible for integrating global education in the training of teachers. Sue is on the management committee of the Heyokah Centre for Global Education in Swansea. The focus for the work of the centre is bringing Southern Voices into the classroom.

Fran Martin

Fran is Senior Lecturer in Primary Education at University College, Worcester. She is a personal member of the Geographical Association, a member of the GA Teacher Education Committee (October 2002) and leader of the GA's Foundation Stage Strategy group. She is also a
member of PENAC 'Primary Educators Network for Active Citizenship', which was formed in 2001.

In the late 1980s, she was a county advisory teacher for primary humanities. In this role, she helped to establish a Development Education Centre in Aylesbury, Buckinghamshire. Since the mid 1990s, she has been working as a senior lecturer for primary education teaching on both undergraduate and postgraduate primary ITE courses. She also does some consultancy work for Worcester LEA and the QCA.

Fran has written a number of articles for Primary Geographer and for the International Journal for Research in Geographical and Environmental
Education.

Since her involvement with the Aylesbury Development Education Centre, she has been committed to including Development Education/ World Studies/ Global Education approaches within her teaching, both as a primary school practitioner and an ITE tutor. Since 2001, she has been involved in a mutual learning project between Birmingham DEC
and the National Environment Agency in The Gambia which has development and sustainable development education as its focus.

Dr Aileen McKenzie

Aileen is currently a freelance writer, trainer and evaluator. Her clients have included ActionAid, the AUT, the Cooperative Society, the DEA, the DFID, London University, Oxfam, South Bank University, UNICEF (UK), the WEA and WWF (UK).

Earlier in her career, she was as an education adviser for Oxfam for about fifteen years. During this time, she was the ILEA Co-ordinator for the Schools Council-Rowntree World Studies 8-13 Project. Her involvement in the World Studies Project led her to set up and run the Art and Development Education 5-16 Project, funded by Oxfam, Christian Aid, CAFOD, EC DG VIII and the Gulbenkian Foundation, and based in eight ILEA secondary and primary schools. Her fascination with research, education and NGOs led her to do a PhD in the educational and public opinion-forming activities of development and development education NGOs. In the mid 90s, she set up and ran (as Course Director) the MSc in Environmental and Development Education at South Bank University, which was (and still is) an innovative partnership between an HEI and the voluntary sector.

Julia Tanner

Julia Tanner is a Principal Lecturer in Education at Leeds Metropolitan University, where she is responsible for the Teacher Continuing Professional Development Programme.

Her main professional interests are in teachers' professional development, primary education, especially geography, history and literacy, education management and leadership in primary schools, and in global education. She has made many conference presentations and published widely in these areas.

She was a teacher in primary and middle schools for 12 years, and has also worked in initial teacher training, as an Advisory Teacher and as a part-time tutor for the Workers Educational Association. She has a longstanding interest in development education, and is a member of the Management Committee of Leeds Development Education Centre, a Council member of the Development Education Association, and a Trustee of the World Studies Trust.

Lakhbir Virk

Lakhbir is currently the Director of the Centre for Race, Culture and Education at Leeds Metropolitan University. The Centre is jointly sponsored, by the University and Leeds Education Authority, to encourage research and professional development aimed at redressing inequalities in education.

Previous to this, she worked for the Multicultural Education Service of the LEA, providing in-service training, teaching resources, and support to schools and pupils. In addition to her work in mainstream educational institutions, Lakhbir has worked extensively in the black voluntary sector across West Yorkshire with a broad range of community organisations concerned with women's welfare, positive action training, enterprise development, health and housing.

Her interest in global education and world studies is both a professional and personal one. The inclusion of global thinking and perspectives within the mainstream curriculum is one crucial measure in tackling educational disadvantage and omission and, therefore, central to the work of the Centre. Also, Lakhbir received her primary and secondary schooling in India and as such has a very direct experience of knowledge and learning from a Southern perspective. This, coupled with her experience within the compulsory education sector in Britain, gives her a unique insight into educational approaches from Southern and Western perspectives

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