Table Of ContentDevelopment Education in Policy and Practice
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Development Education in
Policy and Practice
Edited by
Stephen McCloskey
Director, Centre for Global Education
Editorial matter, selection, introduction and conclusion © Stephen
McCloskey 2014
Remaining chapters © Respective authors 2014
Softcover reprint of the hardcover 1st edition 2014 978-1-137-32465-8
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and Patents Act 1988.
First published 2014 by
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ISBN 978-1-349-45900-1 ISBN 978-1-137-32466-5 (eBook)
DOI 10.1057/9781137324665
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Contents
List of Tables and Figures vii
Foreword by Helmuth Hartmeyer viii
Notes on Authors xii
Acknowledgements xvii
List of Abbreviations xviii
1 Introduction: Transformative Learning in the Age of 1
Neoliberalism
Stephen McCloskey
Part I Soft versus Critical Development Education 19
2 Soft versus Critical Global Citizenship Education 21
Vanessa de Oliveira Andreotti
3 Learning to Read the World? Educating for ‘Active (Global) 32
Citizenship’ in the Formal Curriculum
Audrey Bryan
4 Typologies of Development Education: From Learning 47
About Development to Critical Global Pedagogy
Douglas Bourn
5 Critical Thinking and Development Education: How Do 65
We Develop Meta-Cognitive Capacities?
Roland Tormey
Part II Development Education Sectors 81
6 Young People and Development: The Role of Global 83
Youth Work in Engagement and Learning
Paul Adams
7 Moving Beyond Boundaries: Development Education in 102
Initial Teacher Education
Fionnuala Waldron
v
vi Contents
8 Strengthening Development Education Practice in the 120
Higher Education Sector: Re-imagining Research
Su-ming Khoo
Part III Development Education and Sustainable 141
Development
9 Striking a Faustian Bargain? Development Education, 143
Education for Sustainable Development and the
Economic Growth Agenda
David Selby and Fumiyo Kagawa
10 Development Education and Climate Change 158
Glenn Strachan
Part IV New Development Paradigms: Lessons for 173
Development Education
11 Groping towards a New Future: Educating for Paradigm 175
Change
Peadar Kirby
12 New Paradigms for Social Transformation in Latin America 188
Ronaldo Munck
13 Political Society and Subaltern Social Movements (SSM) 203
in India: Implications for Development/Global Education
Dip Kapoor
14 The Deglobalisation Paradigm: A Critical Discourse on 229
Alternatives
Dorothy Grace Guerrero
Part V Development Education’s Shifting Policy Landscape 247
15 Development Education in a European Context 249
Gerard McCann
16 Beyond the MDGs: Toward a New Development Framework 266
Mwangi Waituru
17 Conclusion: Whither Development Education in a 285
Shifting Policy Landscape?
Stephen McCloskey
Index 301
List of Tables and Figures
Tables
2.1 Soft versus critical citizenship education 28
4.1 Global dimension engagement and activities across 54
schools
8.1 Themes in Irish development education research 131
10.1 Millennium Development Goals and climate impacts 161
13.1 Lok Adhikar Manch (LAM) 204
Figures
6.1 Global youth work conceptual model 87
6.2 Global dimension in youth work 90
6.3 Connect Challenge Change model 92
7.1 Mainstreaming development education through 112
threshold concepts
7.2 Four-stage framework for DE in initial teacher education 114
10.1 Connecting DE to the causes and impacts of climate 159
change
10.2 Schematic framework of anthropogenic climate change 169
drivers, impacts and responses
vii
Foreword
Global Learning in Europe –
Looking Back and Moving Forward
Helmuth Hartmeyer
The ‘European Congress on Global Education to 2015’ held in
Maastricht, The Netherlands, in 2002 brought together for the first
time stakeholders from governments, parliaments, local authorities
and civil society across the European continent to take stock of
Development and Global Education at the turn of the century. The
document which came out of the convention (The Maastricht
Declaration) became a significant policy framework, which formed the
strategic basis for the work of international organisations and networks
active in the field of Development and Global Education. It drew atten-
tion to the political necessity of institutional and financial support to
this area of work; it pointed to the need for national reviews and strate-
gies; and it especially emphasised the importance of quality education
and cooperation within academia in the future conceptual develop-
ment of Global Education.
Global Education had come from a variety of educational practices,
among them Development Education, Human Rights Education,
Intercultural and Inter-religious Education and Global Environmental
Education. There was an emerging consensus that citizens living in a
globalising world needed competencies to meet the challenges posed
by it. The German educationalist Annette Scheunpflug phrased it thus:
‘Global Education/Global Learning is the attempt to react in a peda-
gogically adequate way to the challenges of globalisation and to the
increasing complexity in our world’.
Ten years later, in 2012, The Global Education Network Europe
(GENE) at The Hague International Symposium reflected on the
progress made since Maastricht in advancing Global Education. This
progress includes strengthened European policy frameworks, growing
cooperation at international level (GENE for example has grown to a
network of over 40 ministries and agencies in 25 countries with
responsibility for Development and Global Education), and a greater
geographic spread and growth in national strategies. It also includes a
viii
Foreword ix
greater emphasis on evaluation, a growing interest in research and
moves towards greater conceptual quality. In a series of debates that
have accompanied each move toward growth in Global Education
policy its pedagogical roots and diverse areas of practice have assumed
increasing importance. The term ‘Global Learning’ has become a
synonym for this emerging educational understanding. It is reflected in
the extent to which Global Education is moving to the centre of main-
stream practice rather than being an ‘add-on’ at the margins.
In a new book published by GENE in 2013 titled Global Education in
Europe, a number of pan-European perspectives are outlined: the need
to build on existing review and evaluation models in order to further
improve the quality of the work; to strengthen mechanisms for inter-
national cooperation and coordination through shared policy learning;
to include voices from outside Europe (especially from the global
South); and to go beyond the North-South paradigm to include a more
global perspective.
However despite its many advances, several key challenges remain
for Development/Global Education to consolidate the progress made
over the last decade. They include the current crises in the fields of
international relations, global economics and finances, the ecological
system, and human security – all of which pose a challenge to educa-
tion. These developmental challenges are global and complex, and
therefore place great demands on Global Education and the main-
stream development sector. Another related developmental challenge
concerns the competencies of citizens in Global Education which need
to be informed by a Global Learning perspective. Global Learning has a
crucial role to play in all national education systems to elicit improve-
ment in the teaching of development but also the strengthening of
educational landscapes. And the debates around Global Learning go
beyond the formal education sector to encompass non-formal and
informal learning which have been addressed within this book.
This text also considers the importance of research in strengthening
Global Learning in higher education and advancing innovation and
experimentation in Global Education practice. A crucial component of
this debate is the need to ensure adequacy of funding to support
research that is rigorous, critical, innovative and informed by contem-
porary policy and practice. Much of the good practice in
Development/Global Education practice in research, and formal and
informal sectors has been developed and implemented in the field by
civil society organisations in the global North and South. Their creativ-
ity, flexibility, competence and commitment will remain crucial to the
