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    How critical is the global? Discursive shifts in development education in Ireland

    Dillon, Eilish (2018) How critical is the global? Discursive shifts in development education in Ireland. International Journal of Development Education and Global Learning, 10 (2). pp. 163-176. ISSN 1756-5278

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    This article questions the shift towards the global in discourses of development education in Ireland. Drawing on analysis of policy and research on discourses of development education with facilitators in Ireland, it shows that this shift is neither complete nor necessarily critical. Side by side with talk of the global are discussions of ‘development issues’ and ‘promoting development’, with the global often constructed in terms of the Global South and local-global relations assumed to mean North–South. The article examines some dynamics around shifting discourses and argues that the shift to the global does not necessarily signal a more critical development education. As such, it calls for critical analysis beyond changed language used in development education to explore the assumptions that underpin it and its implications for criticality.

    Item Type: Article
    Additional Information: © Copyright 2018 Dillon. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
    Keywords: development education; discourses; discursive shifts; criticality, global citizenship education; Ireland;
    Academic Unit: Faculty of Social Sciences > International Development
    Item ID: 13080
    Identification Number:
    Depositing User: Eilish Dillon
    Date Deposited: 23 Jun 2020 14:09
    Journal or Publication Title: International Journal of Development Education and Global Learning
    Publisher: UCL IOE Press
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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