Elementary School Global Partnership Projects: Are Good Intentions Good Enough?

Abstract

 Many Alberta elementary students participate in school global partnerships and projects involving the human rights and well-being of people in economically developing countries. These projects are often undertaken in times of disaster, or as a component of developing global citizenship, or as action projects aimed at meeting specific curricular and school district outcomes. This paper summarizes some of the understandings and beliefs of ten Alberta grade six students from two urban schools who had participated in such projects. Generally, students felt they had developed an increased awareness of issues in the developing world, and believed that they were agents of positive change. Other possibly imperialistic perceptions - regardless of project context – also emerged. These include that: All developing countries are basically the same, are dependent on wealthier countries to progress towards a more “normal” western life, and that money holds the power to transformation.