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      Why words matter: Deconstructing the discourses of development education practitioners in development NGOs in Portugal

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            Abstract

            Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development non-governmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its focus on processes, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North–South and development narratives attributed to 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
            UCL IOE Press
            1756-5278
            28 June 2018
            : 10
            : 1
            : 39-58
            Article
            1756-5278(20180628)10:1L.39;1- s4.phd /ioep/ijdegl/2018/00000010/00000001/art00004
            10.18546/IJDEGL.10.1.04
            18e0e291-2f2e-42f8-a6f5-6667cfa0b648
            Copyright @ 2018
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            PORTUGAL,DEVELOPMENT EDUCATION,DEVELOPMENT NGOS,NGDOS,GLOBAL CITIZENSHIP EDUCATION

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