Full Description
Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives.
Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of 'development' itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.
Contents
Part I: Rethinking education and development 1. A new development paradigm or business as usual? Exploring the relationship between the political subject and social change 2. Development as Systematic Learning and Capacity Building 3. Learning, Labour and Leisure 4. Practitioner perspective: Learning for Life Part II: Education and development alternatives 5. Ethno-development, education and development in Raqaypampa, Bolivia 6. Can dreams come true? Exploring transformative education and development through the experiences of La Verneda-Sant Marti, Catalunya, Spain 7. What do we mean by success? Comparing outcomes from Freirean adult education programmes in Brazil and Mozambique 8. Practitioner perspective: This revolution will not be schooled: How we are collectively improvising a 'new story' about learning Part III: Learning, agency and citizen engagement 9. Civic habitus: toward a pedagogy for citizen engagement 10. The future of development education: Transformational learning for a world citizens movement 11. Learning in the praxis of diaspora politics: understanding development as social justice 12. Practitioner perspective: The Critical and Creative Promise of Education: A Trans-local Approach to Hosting Learning Spaces Conclusion
