Jobs to be done

Texts

1. Wagener, M. (2018) ‘What do young people learn when sponsoring a child in the Global South? Empirical findings from Germany’. International Journal of Development Education and Global Learning, 10 (1): 90–102. DOI https://doi.org/10.18546/IJDEGL.10.1.07 2. Bowman, B. and Germaine, C. (2022) ‘Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes’, Australian Journal of Environmental Education. Cambridge University Press, 38(1), pp. 70–84.

similarities

Agree & dISAGREE

differences

• Focus on the role of young people
• Engagement in understanding globalization and its impact

• Challenge non-relevant education system and civic/educational actions
• Yound people as their own educator in a global learning framework

Agree

Disagree

First Text

• Young people seen as saviour of Earth (aka repare what previous people destroyed)

• Need for young people voice
• Saviour complex increased by Global North/South

Input task 4: Readings

• Focus on Sponsorship - imposed to young people (almost passive)
• Opposition Global North & Global South

• Sponsorship disconnected from global context - don't promote global social issue reflection
• Assymetrical relationship
• Saviour complex

THEORETICAL PERSPECTIVE

eVIDENCES & gaps

Second Text

Evidences

Gaps

• First text is based on qualitative-reconstructive design & documentary method of analysis
• Second text is based on literature review and talks

• Explore young people choice on how to act regarding global issues (active)
• Opposition adult/young people
• Challenge common understanding of politic, culture, literature & civic views of young people
• Concept of 'Climate Strike' and democratic/civic challenges

Practical information on Sponsorship and civic education implementatiom

• Empirical data
• Literature review
• Interviews
• Group discussion