Development education is a radical form of learning that addresses the structural causes of poverty, inequality and injustice in the global North and South. It equips learners with the skills, values, attitudes and understanding needed to take effective action toward social change. This comprehensive collection rigorously debates development education practice in the formal and informal education sectors and the policy environment in which it is delivered. It affirmatively points to the transformative power of education to engage learners in actions that tackle the underlying factors that sustain poverty. With neoliberalism in crisis and poverty enveloping the global North, the book argues that development education has an important role to play in debating alternative paradigms of development informed by social need and sustainability. The global cast of authors with extensive experience of the sector provide an indispensable guide to a burgeoning area of education.
Papildus informācija
"With a radical pedagogy rooted in the global South which has increasing traction in education systems in the global North, development education has long deserved a comprehensive treatment that assesses the full breadth of its practice. This overdue collection is therefore most welcome and makes a passionate and persuasive case for more global learning in formal and informal education, particularly in the aftermath of the financial crisis which has brought greater poverty and inequality to the door of the global North. This text considers development education practice in a range of educational settings and analyses the policy context in which it is delivered. It is an essential guide to education practitioners committed to bringing transformative agendas to their teaching and learning" -Denis O'Hearn, Professor of Sociology, Binghamton University, New York
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List of Tables and Figures |
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vii | |
| Foreword |
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viii | |
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| Notes on Authors |
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xii | |
| Acknowledgements |
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xvii | |
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xviii | |
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1 Introduction: Transformative Learning in the Age of Neoliberalism |
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1 | (18) |
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Part I Soft versus Critical Development Education |
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19 | (62) |
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2 Soft versus Critical Global Citizenship Education |
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21 | (11) |
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Vanessa de Oliveira Andreotti |
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3 Learning to Read the World? Educating for `Active (Global) Citizenship' in the Formal Curriculum |
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32 | (15) |
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4 Typologies of Development Education: From Learning About Development to Critical Global Pedagogy |
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47 | (18) |
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5 Critical Thinking and Development Education: How Do We Develop Meta-Cognitive Capacities? |
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65 | (16) |
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Part II Development Education Sectors |
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81 | (60) |
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6 Young People and Development: The Role of Global Youth Work in Engagement and Learning |
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83 | (19) |
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7 Moving Beyond Boundaries: Development Education in Initial Teacher Education |
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102 | (18) |
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8 Strengthening Development Education Practice in the Higher Education Sector: Re-imagining Research |
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120 | (21) |
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Part III Development Education and Sustainable Development |
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141 | (32) |
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9 Striking a Faustian Bargain? Development Education, Education for Sustainable Development and the Economic Growth Agenda |
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143 | (15) |
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10 Development Education and Climate Change |
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158 | (15) |
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Part IV New Development Paradigms: Lessons for Development Education |
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173 | (74) |
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11 Groping towards a New Future: Educating for Paradigm Change |
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175 | (13) |
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12 New Paradigms for Social Transformation in Latin America |
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188 | (15) |
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13 Political Society and Subaltern Social Movements (SSM) in India: Implications for Development/Global Education |
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203 | (26) |
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14 The Deglobalisation Paradigm: A Critical Discourse on Alternatives |
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229 | (18) |
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Part V Development Education's Shifting Policy Landscape |
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247 | (54) |
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15 Development Education in a European Context |
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249 | (17) |
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16 Beyond the MDGs: Toward a New Development Framework |
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266 | (19) |
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17 Conclusion: Whither Development Education in a Shifting Policy Landscape? |
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285 | (16) |
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| Index |
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301 | |
Stephen McCloskey, Centre for Global Education, UK Vanessa de Oliveira Andreotti, University of Oulu, Finland Audrey Bryan, St. Patrick's College, Drumcondra, Ireland Douglas Bourn, Development Education Research Centre, UK Roland Tormey, Ecole polytechnique fédérale de Lausanne, Switzerland Paul Adams, University of East London, UK Fionnuala Waldron, St Patrick's College, Drumcondra, Ireland Su-ming Khoo, National University of Ireland David Selby, Sustainability Frontiers, Canada Fumiyo Kagawa, Sustainability Frontiers, Canada Glenn Strachan, South Bank University, UK Peadar Kirby, University of Limerick, Ireland Ronaldo Munck, Dublin City University, Ireland Dip Kapoor, University of Alberta Dorothy Grace Guerrero, Focus on the Global South, Thailand Gerard McCann, St. Mary's University College, Ireland Mwangi Waituru, SEED Institute, Kenya
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