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Cooperation between Development NGOs and Schools in Education for Sustainable Development and Global Learning

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  • Author(s): Marina Wagener (ORCID Marina Wagener (ORCID 0000-0002-5078-0223); Lena Eich (ORCID Lena Eich (ORCID 0000-0002-6873-8664)
  • Language:
    English
  • Source:
    International Journal of Development Education and Global Learning. 2025 17(1):40-52.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://journals.uclpress.co.uk/ijdeg/
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Secondary Education
    • Subject Terms:
      Nongovernmental Organizations; Agency Cooperation; Sustainable Development; Global Approach; Partnerships in Education; Professional Personnel; Foreign Countries; Social Development; World Views; Secondary Schools; Secondary School Students; Consciousness Raising; Participation; Sustainability
    • Subject Terms:
      Germany
    • ISSN:
      1756-526X
      1756-5278
    • Abstract:
      This article investigates the cooperation between schools and development-oriented non-governmental organisations (NGOs) in the context of education for sustainable development and global learning. It focuses on the potential and challenges of such partnerships for fostering meaningful social learning in a global context. It also draws on two empirical studies based on the documentary method: one analysing the orientations of NGO professionals involved in school cooperation; the other examining student learning outcomes in charity-based NGO-school settings. The findings highlight how different orientations among NGO professionals shape their approaches to school cooperation, ranging from normative messaging to action-based engagement. On the student side, charity-based learning settings often foster personalised or generalised understandings of global inequalities, which may reproduce asymmetries and hinder reflective engagement with complex global issues. Three key tensions are identified and discussed: the challenge of balancing authenticity with abstraction, the influence of NGO positionality on educational content and the risk of reinforcing simplified, rather than reflective and complex, understandings of global challenges. Based on these findings, the article argues for learning settings that critically contextualise NGO contributions, support abstraction and reflexivity and address power asymmetries to enable more nuanced global social learning. Implications for cooperation practice and future research are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1476861