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      Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation

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            Abstract

            This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            IOE Press
            1756-5278
            24 April 2014
            : 6
            : 1
            : 5-25
            Article
            1756-5278(20140424)6:1L.5;1- s2.phd /ioep/ijdegl/2014/00000006/00000001/art00002
            10.18546/IJDEGL.06.1.02
            34359235-672c-4a3f-81e4-f43e492f9854
            Copyright @ 2014
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            MULTIPLE PERSPECTIVES,FAIR-MINDED CRITICAL THINKING,CRITIQUE,IDEOLOGY,TRANSFORMATIVE LEARNING THEORY

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