Literature Review supporting engagement of Australian Schools with International Development: Stream 1: Scoping Review

Since 2014, there has been a significant shift towards ‘Australia first policies’, as Australia has reduced contributions to overseas aid, maintained a strong focus on ‘border protection’, and ended government financial support for domestic Global Education initiatives (Buchanan et al., 2018, p. 52). Parallel to this situation, is the increasingly challenging political and economic contexts that impacts teaching and learning about global issues (Barrow, 2017). This situation presents challenges to teaching practice and limits provision for directing students to learn about and act on global issues. Interestingly, not only do teachers find it challenging to teach
GE and the surrounding issues, they also report being unprepared despite completing teaching professional learning programs (Buchanan et al.,2018). The review explores academic literature reporting on GE.