Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners.

This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development.

The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.

part I|68 pages

History, terminology and structures

chapter 1|5 pages


A personal journey and rationale

chapter 3|24 pages

What is meant by development education?

part II|53 pages

Theory of development education

chapter 5|31 pages

Towards a theory of development education

chapter 6|20 pages

A pedagogical framework

part III|55 pages

The practice of development education

part IV|25 pages

Pedagogy for global learning

chapter 12|6 pages

A pedagogy for global learning

chapter 13|4 pages