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      Didactic or Dialogical? The shifting nature of INGO development education programming in England and Canada

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            Abstract

            This paper looks at the changing nature of international development non-governmental organizations' development education programming in England and Canada. A documentary analysis of the changes in Save the Children Canada and Save the Children UK's development education materials illuminates the shift in international development agencies' education programmes since the late 1990s. A review of a selection of materials produced by Save the Children UK and Save the Children Canada between 1999 and 2007 illustrates the trend of international development agencies moving away from programming that is longer-term, participatory, and dialogical with an emphasis on collective social change towards programming that is shorter-term, individualistic, and didactic, and which reinforces the status quo.

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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
            : 27-51
            Article
            1756-5278(20140424)6:1L.27;1- s3.phd /ioep/ijdegl/2014/00000006/00000001/art00003
            10.18546/IJDEGL.06.1.03
            04f6a934-ac71-46e5-aa8d-7e0cf0bcc79f
            Copyright @ 2014
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            GLOBAL CITIZENSHIP EDUCATION,GLOBAL EDUCATION,INTERNATIONAL DEVELOPMENT NON-GOVERNMENTAL ORGANIZATIONS,DEVELOPMENT EDUCATION

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