A study to investigate, explore and identify successful 'interventions' to support teachers in a transformative move from a charity mentality to a social justice mentality. 

Educators hold a potentially pivotal role in promoting a just and sustainable world for current and future generations. However, in reality, for many schools and educators global learning begins with charity and fundraising, and does not reach beyond this ‘charity mentality’. This limitation to learning has the potential to distort people’s perceptions of other countries or peoples, particularly of those in the ‘South’. The purpose of this research is to explore the potential of one of the six aims of the Global Learning Programme (GLP) in England: to move educators from a ‘charity mentality’ towards a ‘social justice mentality’ and to identify to what extent this might impact on teachers’ approaches to their practice. In this paper I explore the concepts of both charity and social justice mentalities in relation to education and the GLP. I assess whether the interventions used during a twilight session engendered a transformational move towards social justice and consider the practical application of the interventions within the wider GLP twilight programme.