School Linking: Sharing Perspectives from the Global South

1. School Linking:Sharing Perspectives from the Global South GA Conference 2014, 16 April, Research Paper (11.45-12.10) Alison Leonard. Geography teacher, Westminster School, London. Aliso

2. School Linking: Ghana, Tanzania and Uganda and UK. Defining a school link Today’s presentation • A School Link refers to a link between schools in the UK and Africa, Asia, Latin America or the Caribbean. • Such links can be informal or part of a more formally structured arrangement. South/North school linking aspires to: a sustainable, reciprocal relationship between schools in the global South and the global North, which is embedded in the curriculum. (Leonard, 2014) • How do Southern teachers use links? • How are pupils’ knowledge and understanding affected? • Are these links sustainable? • (How are local Southern communities affected by their schools’ relationships with Northern partners?)

3. Abstract • As a classroom teacher (and observer of others’ practice) I am very conscious of the risk of over-simplification of complex geographical concepts. • This paper reports my findings from qualitative research in Ghanaian, Ugandan and Tanzanian schools. It shares recommendations made at the end of my doctoral research journey. • It explains how this research could promote critical thinking about some of the complex development issues which can emerge from linking relationships.

4. Terminology Key terms Elaboration • S/NELP • South and North • Link • Partnership • Postcolonialism • South/North Educational Linking process • Widely adopted yet disputed • Preferred by UKOWLA • Preferred by DfID • Danger of dependency relationships

5. Methodology: primary data Technique Students in pupil focus group in Zanzibar, Tanzania (April 2010) • Selection of Southern schools • Semi-structured interview questions devised and piloted, Ghanaian case • On site, in Uganda and Tanzania: Interviews, pupil focus-groups photographic record + collection of artefacts • Analysis of other data- serendipitous snowballing? Following pilot study, included Ministerial interviews

6. (Leonard 2010) adapted from Pollard (2005) - A typology of enquiry methods

7. How do Southern teachers use links in teaching and learning? • The educational effects that are frequently cited as particularly beneficial relate to pedagogy and resourcing in the academic disciplines of English, Science and Maths.

8. Learning: peer to peer, student collaboration • They can write each other through email. Do you see? That “I’m Alison, I’m in Standard 6, I’m interested in music and other things. What do you do in your school?” So “I’m Johnson, I’m at Buigiri School for the Blind, I’m also interested with music and I’m playing... let’s say guitar or anything, instrument”. Do you see? It’s something that, how the relations. “Which subject do you take there?” “Oh it’s History, Geography. And what about you?” … But secondly, they can share. Let’s say they can share informations concerned with the different education system in UK and here so the pupils of Tanzania, of my school, let’s say, will get familiar, they’ll know what is happening academically there.

9. Pedagogy: Ministry view in Dar es Salaam • If they share knowledge, it will not only influence them, it will alter their way of teaching, the way of teachers in the UK teaches their students, so slowly our teachers will copy that examples and bring that here in Tanzania. The other thing, it will, it will create a certain kind of motivation…to teachers in Tanzania, to learn more and more and more, from their counterparts in the UK. (SG, 64-70)

10. Professional Learning • Should be done in a way that prepares educators to respond to complex contexts and to think in ethical, critical and accountable ways Andreotti and de Souza (2008, p33 • TF/Volunteer Uganda clip: http://www.youtube.com/watch?v=emhVGRfEwg8 2.27:2.57 Ugandan pupils identify differences in their teachers’ pedagogy

12. How are pupils’ knowledge and understanding affected? • Because we say that we have got problems, in say in English, therefore they bought books and then they send the books to us and we use those books. This is our problem and therefore that is a very good help. We share; that is how to improve English language from that way; therefore they bought books, many books, which we need here. And then they are expected to be used in examinations: O level, at Advanced level, therefore they have bought those books; that is a very good help. That is how we share. (AB, 213-219)

13. Knowledge and understanding: Three examples: • Books and teaching resources, in all three countries. • Transferable skills to create entrepreneurship and employment, in Uganda • Digital divide: a link can address this. In all three countries, including commercial and NGO involvement

14. Pedagogy and student motivation Experiential learning opportunities Science in Tanzania • We find that even in our school is a new school, you find that there is no laboratory, no (equipment) concerning the science subjects, therefore you find that they are lacking some materials concerning the science subjects… Therefore you find that most of the students they prefer to study in private times, they prefer to study art subjects compared to science subjects because of that difference. (R, 100413_005, 4/5)

16. How are local Southern communities affected?It’s complicated! • Transition from primary to secondary schooling • Gender inequalities confronted in Ghana • Fee structure in Uganda and Tanzania – may restrict opportunities • May unsettle existing social relationships and challenge local value systems • So I would say that the empowering women, we’ve been able, it’s boosted the capabilities. We are able to stand out. And this linkage, with being here, I’ve come to realise that even though there are a few boys here, the girls are able to stand firm on their decisions… not allowing the boys to pursue them downwards (PFG B 206-209)

17. Are links sustainable? Yes Contested evidence? • If time and effort is given to their viability • If schools develop their own funding solutions, when funds are required. • If the internal organisation has ensured the relationship isn’t owned by a few people • Will funded links set up under now ceased programmes continue? • Assistance from all concerned, not a Northern donor culture

18. Critical thinking: Role of adults in the classroom. • But there is one thing, maybe they have experienced from us, children in our country are ready to accept any idea that they are given by their parents, something which is different from your country… When we were observing a lesson in the class, we felt the students are very rude there, but to you it was something normal.

19. Critical thinking:Context specific • Intercultural education shows that discussion and argument, encouraging critical thinking may challenge traditional Southern classroom cultures • The Global Learning Programme (GLP), formally launched in English schools in November 2013, promotes critical thinking about global issues.

20. Recommendations: Effective S/NELP organisation At both ends • Some links may not aspire to partnership • Formalising schools’ participation should be encouraged • Seek advice from agencies such as the British Council’s Connecting Classrooms and UKOWLA. • Prior to establishing a link ideally read literature written from a postcolonialist persuasion.

21. Recommendations Southern perspectives My advice to providers: • Need to disseminate what has been learnt from taking part to others in the South. • Dissemination can happen first-hand, through face-to-face meetings and workshops. • “Connecting Classrooms/Schools Online” materials should not require users to have registered first on their website

22. Southern recommendations • Establish an evolving cohort of adults whose expertise and experiences of the S/NELP are routinely reported and shared with colleagues. • A link must not rely too heavily on individuals. • Maintain contact with one another.

23. My recommendations • Linking should be viewed as a process • Western (UK) education structures, such as classroom management should not be seen as the paradigm for Southern structures (Quist-Adade and van Wyk, 2007)

24. A Ghanaian teacher noted • It’s like an equilibrium, whereby the Southern school would bring out its needs and aspirations, just as the Northern school was bringing its needs and aspirations. So with this collaboration then there would be equilibrium. You know? Where, the point of departure, as in what to arrive at, as in that’s very essential? So that should not be like one school making an offer, but the two schools coming together, sitting together and then drawing a framework within which they have to work. (RM, 334-339)

25. Recommendations Funding of S/NELP activities In Tanzania: • Direct funding in the S/NELP towards resourcing activities so that successful learning outcomes ensue. • Those in the South should determine funding solutions, so that local challenges are solved using local knowledge. • Unfortunately the wood planks we bought were untreated… So they were eaten by white mites and it was blown, the roof was blown up, was blown off by the wind, by the strong wind. (KM, 67-70)

26. Thanks for listening Contact details Alison.Leonard@westminster.org.uk

27. References: • Andreotti, V. (2011) Actionable Postcolonial Theory in Education, New York, Palgrave Macmillan • Andreotti, V. and De Souza, LMTM (2008) Translating theory into practice and walking minefields: lessons from the project ‘Through Other Eyes’, International Journal of Development Education and Global Learning, 1(1), 23-36 • Bourn, D. and Bain, M. (2012) international school partnerships: Contribution to improving quality of education for rural schools in Uganda, Development Education Research Centre Research Paper No 6, London: Development Education Research Centre in partnership with Link Community Development • British Council (2012) Building Sustainable School Partnerships A toolkit, London, DFID/British Council [Authorship not attributed] • Friere, P. (1996) Pedagogy of the Oppressed, Translated: Shaull, R and Bergman Ramos, M. London: Penguin. • Gaine, C. (2006) Are twins ever equal? One World Linking, Summer 2006, Marlborough: UKOWLA. • Hopkin, J. (2014) Global learning and the Global Learning Programme. the GA magazine spring 2014, no. 26, pp24-25. • Martin, F. (2012) The geographies of difference, Geography vol 97, Part 3, pp116-122 • Pollard, A. (2005) ‘Developing an evidence-informed classroom’, Chapter 3 in Reflective Teaching 3rd Edition, London: Continuum • Quist-Adade, C. and van Wyk, A. (2007) The role of NGOs in Canada and the USA in the Transformation of the Socio-Cultural Structures in Africa, Africa Development, Vol. XXXII, No 2, 2007, pp66-96 council for the Development of Social Science Research in Africa, 2007

28. My own work: 2012-2014 • Leonard, A. (2012a) The ‘Aston-Makunduchi partnership’: South-North School link, In depth Case Study, Development Education Research Centre Research Paper No.8, London: Development Education Research Centre. Accessible at http://www.ioe.ac.uk/Aston-Makunduchi.pdf • Leonard, A. (2012b) “A Southern perspective on the South/North Educational Linking Process (S/NELP). Early stage analysis from Zanzibar” research paper and presentation at “Development and Development Education” conference, 23 January, Institute of Education, University of London • Leonard, A. (2012c) “The south-north educational linking process: comparing southern perspectives”, research paper and presentation, at April GA Annual conference, 14 April, University of Manchester, accessible at www.geography.org.uk/download/GA_Conf12LeonardRR.ppt • Leonard, A. (2012d) “School linking: young people’s perspectives from the Global South”, paper and presentation, FRI-S7B-91 Session 7B, paper at “A Child’s World conference; working together for a better future”, 29 June, University of Aberystwyth. • Leonard, A. (2012e) “The south/north educational linking process: a southern perspective, 2012”, paper and presentation at “At the Crossroads, Jubilee Conference-new directions in teacher education”, 17 July, Canterbury Christ Church University  • Leonard, A. (2012f) “Effects of linking in Ugandan schools”, presentation, at ‘School Linking: Where Next?’ DERC and LCD conference, Institute of Education, University of London, 23 November Accessible at: http://www.lcdinternational.org/sites/lcdinternational.org/files/user-uploads/Documents/alisonleonard.pdf Future dissemination: • Leonard, A. (2014) The South/North Educational Linking Process: young people’s perspectives from the Global South, chapter in Unnamed book, Thomas, M. (ed.) forthcoming publication, Aberystwyth, University of Aberysthwyth