As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

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理解不佳？全球发展教育面临的挑战

作为全球社区的成员，我们同居在一个隐喻性地缩小的自然环境中，并且通过文化，经济，政治，传播等方面的联系，彼此之间以及与世界之间的联系日益紧密。教育是解决有关全球权利和责任的不平等和不公正现象的重要组成部分。当地社会日益多元的文化性质，对远端信息的更多获取以及全球慈善组织的工作，是促使人们对了解全球发展教育的兴趣和需要的一些因素。本文所报告的项目寻求以下问题的答案：一个学期的科目可以在多大程度上和以何种方式增强和扩展教师教育学生对全球不平等和全球发展援助的理解和反应？在项目过程中，出现了一个连续体模型，如下所示：冷漠或无知➝慈善与慈善➝平等之间的伙伴关系与发展。特别是，本文报告了一些需要克服的挑战和障碍，以增强职前教师对全球发展教育的理解。该研究在澳大利亚进行，对其他发达国家的全球发展教育具有重要意义。本文报告了一些需要克服的挑战和障碍，以增强职前教师对全球发展教育的理解。该研究在澳大利亚进行，对其他发达国家的全球发展教育具有重要意义。本文报告了一些需要克服的挑战和障碍，以增强职前教师对全球发展教育的理解。该研究在澳大利亚进行，对其他发达国家的全球发展教育具有重要意义。