ABSTRACT
The issues encountered in global justice education are often not easily defined; the processes involved may be difficult to untangle, and there may not be practicable solutions available. Issues such as trade justice or North/South relations have a factual and historical dimension, but they also have affective and ethical dimensions in that they involve perceptions, attitudes, and deep understandings. Learners need skills and competencies to navigate all of these. This chapter argues that the ability to think and engage critically with global justice education is greatly enhanced when a culture of inquiry exists in the classroom, and where participatory pedagogies are the norm. The focus of this chapter is on the translation of critical thinking into meaningful action. How we teach is as important as what we teach. Local actions may change global thinking. This chapter will explore how learning through inquiry can empower children to think and act more positively from a position of understanding. As teachers move towards a critical pedagogy in the classroom, encouraging debate, dialogue, and critical literacy, they are empowering children and young people to make informed choices. They are recognising learners’ capabilities and competence, supporting their agency, participation, and action, and equipping them (with the skills) to tackle complex issues and effect positive change in their world.
