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      Decolonizing development education policy: The case of Germany

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            Abstract

            Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of development education in Germany and sketches the recent, decade-long debate on post-colonial perspectives in the field. The article then puts forward how development education policy deals with the topics of development, colonialism and demographics. While colonial legacies had been a topic for debate in earlier times, a decidedly post-colonial critique only entered the field about a decade ago and continues to serve as a point of tension.

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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
            04 December 2018
            : 10
            : 2
            : 147-162
            Article
            1756-5278(20181204)10:2L.147;1- s4.phd /ioep/ijdegl/2018/00000010/00000002/art00004
            10.18546/IJDEGL.10.2.04
            451d8513-fc02-4837-a756-b0b4880f6268
            Categories
            Research Articles

            Education,Assessment, Evaluation & Research methods,General education
            DEVELOPMENT EDUCATION,GERMANY,POST-COLONIAL CRITIQUE

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