A Shared Humanity. Using Literature to Develop the Global Dimension for Key Stage Four Pupils (and Above) in Northern Ireland: An Investigation

Abstract

This paper investigates the possibilities for teaching aspects of the global dimension to Key Stage Four pupils (and above) in schools in Northern Ireland by using carefully chosen literature and, importantly, by adopting a dialogical method of education. Three specific strands of the global dimension - conflict resolution, postcolonialism and related issues of diversity and interculturalism, and education for sustainable development -are focused on, and a range of appropriate literary texts is identified and analysed, with some pedagogical suggestions. The analysis is contextualised with reference to some government and curricular initiatives, especially in the context of Northern Ireland; some acknowledgement is made, too, of the somewhat contested role of schools, generally, within the overall global economy. In the concluding section, reference is made to the previous classroom field-testing of ‘Troubles' literature similar to some of the texts in the present study, with positive outcomes observed, namely, a softening of sectarian attitudes among the sixth-form pupils targeted. Some suggestions are offered, finally, for widening the literary net to include materials focused on the global dimension which would be suitable for younger (Key Stage Two/Three) pupils.