Show Less

Education that Matters

Teachers, Critical Pedagogy and Development Education at Local and Global Level


Edited By Mags Liddy and Marie Parker-Jenkins

Today’s learners are faced with an unprecedented set of global and local development challenges, yet so much of the education on offer is based on yesterday’s thinkers, yesterday’s ideas and yesterday’s lessons. A time of change requires new approaches to teaching and learning which have relevance to learners’ everyday lives now and in the future. This book argues that Development Education needs to be embedded into the curriculum, where it has the potential to strengthen democracy and create a more egalitarian society. It employs the concept of critical pedagogy as a teaching approach which has the capacity to impact on learners’ future decisions.
The book offers a highly accessible and innovative approach to Development Education, challenging teachers to engage with global issues. It demonstrates how knowledge and content, teaching methodologies and global issues can be embedded in education programmes. Drawing on five years of research and practice by leading educators across twelve universities and colleges of education, the book demonstrates the innovative work of the Ubuntu Network project and places it in the international context of rethinking and reorientating education.


Show Summary Details
Restricted access



Our research for this book has involved discussions and correspondence with a number of people, all of whom have provided invaluable information and contributions. We would like therefore to acknowledge these individu- als and organisations: Christabel Scaife and Joe Armstrong, our editors at Peter Lang, and Gerry Gaden, Marie Martin and Judith Harford, the edi- tors of the Rethinking Education series, who supported the concept of the book. Charles Hopkins for his inspiring foreword. Our reviewers Tamzin Batteson and Mary Biddulph, who provided useful commentary on draft texts. The Ubuntu Network coordinators, Deirdre Hogan and Fiona King, and academic advisors, Roland Tormey and Joanne O’Flaherty, who ensured we had constant access to the work of the Ubuntu Network. Irish Aid, who have provided funding and support for the Ubuntu Network to ensure teacher educators engage with the broad issues of Development Education. The work of the Ubuntu Network over the past six years has formed the backdrop to this book and underpins the key issues presented in the chap- ters here. The Steering Committee who has guided this work are: Audrey Bryan, University College Dublin; Maria Campbell, St. Angela’s College of Education, Sligo; Fiona Crowe, St. Angela’s College of Education, Sligo; Marie Clarke, University College Dublin; Paul Conway, University College Cork; Micheál Collins, Trinity College Dublin; Mella Cusack, CDVEC CDU/Trócaire; Matthias Fiedler, IDEA; Tom Geary, University of Limerick; Jim Gleeson, University of Limerick; Charlotte Holland, Dublin City University; Gerry Jef fers, NUI Maynooth; Elaine Keane, NUI Galway; Margaret...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.