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peer-reviewed, The study sought to address how volunteer teacher educators translate their overseas experience into their understanding of global development and their professional knowledge and practice in the context of a professional collaboration between the University of Limerick and Global Schoolroom. This research involved a case study of Global Schoolroom, an Irish NGO which annually recruits Irish teachers to work as short-term voluntary teacher-educators in North East India. Throughout the programme of learning, the Irish teacher volunteers share educational knowledge and experience with their Indian colleagues and learning occurs for both groups as they work together in a professional network demonstrating collegiality in forming bonds across material and national divides. Previous research on teacher exchanges and study visits questions their impact: Holden and Hicks (2007) say that prior cross-cultural experiences can positively impact on student teachers’ attitudes towards development issues, while Willard-Holt (2001) acknowledges the value of cross-cultural experiences for teachers. The key question is whether or not the experience of being in a new culture engenders change in assumptions about other cultures and developing countries. Some argue that the overseas experience can reinforce existing negative stereotypes: Sin (2009) uncovers a process of ‘othering’ by volunteers which neglects critical engagement with development issues while Merryfield (2000) claims it is unrealistic to expect middle-class white teacher educators to develop perspective consciousness due to their privileged positioning. This study identifies learning from overseas encounters as a professional development activity for teachers, and asks how their experience is translated into professional lives and practices. Qualitative research was deemed the most appropriate methodology for this study and I utilised three data collection methods: observations in North East India in July 2011 and 2012

peer-reviewed, The study sought to address how volunteer teacher educators translate their overseas experience into their understanding of global development and their professional knowledge and practice in the context of a professional collaboration between the University of Limerick and Global Schoolroom. This research involved a case study of Global Schoolroom, an Irish NGO which annually recruits Irish teachers to work as short-term voluntary teacher-educators in North East India. Throughout the programme of learning, the Irish teacher volunteers share educational knowledge and experience with their Indian colleagues and learning occurs for both groups as they work together in a professional network demonstrating collegiality in forming bonds across material and national divides. Previous research on teacher exchanges and study visits questions their impact: Holden and Hicks (2007) say that prior cross-cultural experiences can positively impact on student teachers’ attitudes towards development issues, while Willard-Holt (2001) acknowledges the value of cross-cultural experiences for teachers. The key question is whether or not the experience of being in a new culture engenders change in assumptions about other cultures and developing countries. Some argue that the overseas experience can reinforce existing negative stereotypes: Sin (2009) uncovers a process of ‘othering’ by volunteers which neglects critical engagement with development issues while Merryfield (2000) claims it is unrealistic to expect middle-class white teacher educators to develop perspective consciousness due to their privileged positioning. This study identifies learning from overseas encounters as a professional development activity for teachers, and asks how their experience is translated into professional lives and practices. Qualitative research was deemed the most appropriate methodology for this study and I utilised three data collection methods: observations in North East India in July 2011 and 2012

peer-reviewed, The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review.