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      The Role of Questioning and Dialogue in Teaching Complex Global Issues: Perceptions of student-teachers in England

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          Abstract

          This article is based on a study of student-teachers' perceptions of how complex global issues should be taught. It finds that many are positive about engaging with this, and often associate teaching complex issues with the use of participatory methodologies. However, most student-teachers in this study appear to be reluctant to question their own assumptions or engage in mutual learning with pupils, seeing themselves as the gatekeepers of knowledge. This might result in a reliance on simplistic information that ignores the structural nature of many of these issues, suggesting a further need for support in this area.

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          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          IOE Press
          1756-5278
          01 May 2010
          : 3
          : 2
          : 21-37
          Article
          1756-5278(20100501)3:2L.21;1- s3.phd /ioep/ijdegl/2010/00000003/00000002/art00003
          10.18546/IJDEGL.03.2.03
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          International Journal of Development Education and Global Learning
          Volume 3, Issue 2

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