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Using Kenyan television drama to challenge perspectives on development in UK schools

Using Kenyan television drama to challenge perspectives on development in UK schools. Kate Lloyd-Morgan, Mediae Helen Garforth, Just Ideas Liesbeth de Block, Institute of Education. Series 4, Episode 7. Double Matata. The Makutano Junction project.

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Using Kenyan television drama to challenge perspectives on development in UK schools

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  1. Using Kenyan television drama to challenge perspectives on development in UK schools Kate Lloyd-Morgan, Mediae Helen Garforth, Just Ideas Liesbeth de Block, Institute of Education

  2. Series 4, Episode 7 Double Matata

  3. The Makutano Junction project • Uses the soap opera as a catalyst for global learning in secondary schools in England: • Reflect on development issues within the Makutano Junction programmes • Challenge perceptions of Kenya • Make links between life in Kenya and the UK

  4. How does it work? • Delivered in partnership with the Development Education Centre (DEC) network in England • Piloted in 25 schools in the South West, then delivered in 50 across the North and North East • Using online resources to support teachers and engage students • Now being delivered in schools in 50 more schools (North West; South East)

  5. www.makutanojunction.org.uk • A comprehensive, interactive set of resources for teachers on issues as diverse as stereotyping through to the global implications of HIV/AIDs • “Met a 6th former in Wooler last week who had a text message from her friend telling her to get back to school to see the Kenyan soap showing in the dining room!” Jill Finch, working with schools in Northumberland

  6. Running with it! Ingleton School, supported by South Craven DEC

  7. Impact: Measuring attitudinal change

  8. Makutano Junction baseline assessment: images of Africa activity

  9. Responses to the question: ‘What do you think the Millennium Development Goals are?’

  10. Pupil’s views on the biggest killer in Africa

  11. Pupils level of personal engagement with poverty

  12. Questions for conference: • Looking at the cases of Makutano Junction and the Know Zone, to what extent is research and the processes of adapting material for use in different contexts replicable? • Again in the cases of Makutano and the Know Zone, to what extent should learning be guided towards specific learning outcomes or left open with an emphasis on process?

  13. Thank you Any comments or suggestions welcome: mediae@aol.com helen@just-ideas.co.uk L.DeBlock@ioe.ac.uk

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