Designing Education to Promote Global Dialogue: Lessons from Generation Global—a Project of the Tony Blair Institute for Global Change

Rupert Wegerif, Jonathan Doney, Ian Jamison


This paper focuses on the issue of how to design pedagogy and technology in order to overcome the much reported echo-chamber effect of the Internet and promote global dialogue. Some of the findings of a large scale evaluation of Generation Global—a project of the Tony Blair Institute for Global Change—(previously called, ‘Face to Faith’) are presented in order to establish that this project is effective in promoting its aim of dialogic open mindedness. Some of the features of the programme are described and analysed, especially the latest version of the web-site which supports team-blogging for young people in schools around the world. We argue that this specific combination of technology and pedagogy offers one potential model for the induction of children globally into the effective use of the Internet where such an induction is understood as a necessary precondition for a potential future global democracy.


design; CSCL; global citizenship; blogging; preventing violent extremism; dialogic education.


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