The Local Global Learning Project stems from and informs the focus on community engagement for JCU Education Graduates through service-learning and Internships as a capstone experience in the Bachelor of Education and the Masters of Teaching and Learning.
With financial support from Office of Learning and Teaching strategic priority grant
|Academic Group:||Specialist Studies|
Global Citizenship, Service Learning, Higher Education, Good Practice
As Australia aspires to create an adaptive, innovative and globally engaged education sector by 2025, higher education needs to focus on developing student capacities to become an active member of their local and global community. To date, Œglobal perspectives¹ in Australian higher education have focused on bringing perspectives Œin¹ or on taking students Œout¹. An alternative Œthird wave¹ approach connects local issues with global contexts, making the global an integrated, everyday experience for students. Local Global Learning explored the possibilities of 'third wave¹ approaches by investigating how the agentic qualities of a diverse student population can be effectively promoted and engaged to assist them to secure global perspectives through their service learning experiences. The project has produced a Good Practice Guide (PDF, 1819 KB) showcasing a robust framework for supporting community based local global learning and an e-book titled Local Global Learning Higher Education: a framework and case studies for curriculum development (PDF, 2683 KB).
The Local Global Learning Project stems from and informs the focus on community engagement for JCU Education Graduates through service-learning and Internships as a capstone experience in the Bachelor of Education and the Masters of Teaching and Learning. A key capstone experience is the Bachelor of Education is Service Learning for Sustainable Futures. The subject includes community-based placements, Internships in schools across Queensland and an overseas placement in Cambodian non-government schools to encourage global perspectives. Diverse contexts that challenge students are important, although it is our curriculum framework that supports placement, rather than the geography of the placement, that serves to make meaningful connections (Salter & Halbert, 2017). Feedback from an increasing network of community organisations who have become involved with service learning demonstrates the agency students bring to the organizations and how students take up our challenge of contributing their knowledge and skills in this capstone.Supporting teachers to teach in context requires a readiness in the form of a relational understanding and skills about the lived experiences of learners and their wider school contexts, beyond notions of mastering an exclusively and bounded Œclassroom¹ practice. A notion of wider professional experiences that extend beyond classroom walls can enrich pre-service teachers¹ understandings of the contexts and communities in which they teach and build teacher efficacy (Salter, Hill, Navin & Knight, 2013). To this end being Œcommunity-ready¹ in integrally linked to being Œclassroom-ready¹.
A partnership between James Cook University and Western Sydney University.