Sustainable Development Goal target(s)
|Project lead||Jane Catlin (Education) and Paul Wickham (Education)|
|Open to year groups||2 and 4 (Education), 2-4 (Politics), 2-4 (Electronic & Electrical Engineering)|
Please note: availability can vary between degrees. Please contact your advisor of studies and the project lead for more information.
|How to apply||
To apply for this project please complete our application form.
The aim of the project is to create a long-term and sustainable partnership between Initial Teacher Education (ITE) in Scotland and The Gambia. Students will explore global education issues through transnational collaborations with their Gambian/Scottish counterparts.
Developing transnational partnerships between countries in the Global North and Sub-Saharan Africa requires careful consideration of the social, political, cultural, and economic contexts. The collaboration between Strathclyde University and Gambia College is first and foremost recognised as being situated within a post-colonial relationship. With this in mind, an important dimensions of this project is supporting students to understand and unpack how history has shaped global relationships, economies, and the geo-political map. Acknowledging this backdrop is crucial to establishing mutually supportive partnerships that do not reinforce power disparities, and are sensitive to the politics of North/South relationships. Theme 1 below is designed to help students explore this context. The historic ‘colonised’ and ‘coloniser’ dimension adds to the importance and necessity for reconfiguring global relationships. This project provides tangible opportunities towards this goal.
The project will specifically address Target C of SDG 4: to ‘substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states’. A collaboration between Strathclyde University and The Gambia College would allow mutual support networks to grow. An MOU between the two institutions was agreed in 2019 paving the way for consolidating this relationship.
The first phase of this project is based around two interconnected themes of:
Teacher identity and understanding of self
Supporting new teachers in Scotland and The Gambia develop their teacher identity through understanding of ‘self’ and ‘the teacher’ within local national and global contexts and in relation to Learning for Sustainability. This will be facilitated through participatory arts-based methods.
Learning for Sustainability through the Arts
Exploring LfS and inclusive pedagogies through creativity and interdisciplinary learning (STEAM) in classrooms. Participating students will develop practical lessons that can be implemented in Scottish and Gambian classrooms.