This research was carried out by our Tower Hamlets Linking Facilitator, in partnership with the British Council Connecting Classrooms Through Global Learning Programme. Its aim was to research whether teachers see global school linking as an effective tool to support anti-racist and inclusive approaches, however it also reflects throughout that intergroup contact sits at the heart of the global learning agenda and school linking particularly. The research also highlights that the key (as with successful intergroup contact) is developing equity-based links, access to quality guidance and support, and collaboration with a common goal – closely aligned with the aims underpinning The Linking Network.
As discussed by Lindsey Cameron (who is cited in this paper) there is a growing recognition that intergroup interaction can help pupils develop critical thinking skills: empathy and understanding; challenge stereotypes and injustice and promote pupil voice and action for change; This also sits at the heart of global learning and linking.
What is clear from the findings is that teachers acknowledge that global partnerships, when done well can have real relevance for developing anti-racist practice. Click here to read the study.