Education

Alison Buckler, The Open University

This post is shared from the OU's Education Futures blog.

Earlier this year I blogged about a new research project I’m working on which is trying to understand student teachers’ perceptions of themselves as agents of social justice in low income countries. The research stems from the increasingly worrying body of evidence which suggests that millions of children across the world are spending several years in school, yet learning nothing.

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Elizabeth Chappell and interviewees

While in Japan to research a travel book, I spent a night in Hiroshima. Talking to the ‘guides’ who met me for dinner, it emerged both were children of survivors of the atomic bomb but their parents had never talked to them about the blast. I went with my guides to a neighbourhood meeting; hearing that I was interested in war survivors, a 94-year-old woman, who had been attending these meetings for years, stood up and said: ‘I too am a hibakusha’.
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This post is shared from the OU's Education Futures blog.

Alison Buckler, The Open University

As an academic in the newly formed International Education and Development research group at the Open University, I’ve been thinking a lot about social justice recently. I’ve been particularly interested in the suggestion in UNESCO’s latest Education for All (EFA) Global Monitoring Report that teachers need to be better trained in order to support the most disadvantaged children.

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