ABSTRACT
This chapter draws on research conducted through a project with secondary and upper secondary teachers in England, Finland and Sweden aiming to mobilise critical and complex approaches to teaching global issues. Reviewing important scholarship criticising GCE and ESD from postcolonial theory, we propose an analytical tool, Andreotti’s (2012) HEADSUP checklist, to support ethical global issues pedagogy. We share some feedback from the participants on the tool and offer three classroom snapshots from classes where teachers volunteered to apply HEADSUP. We then discuss some challenges and possibilities emerging from our project, and suggest directions for further work in this area.
