Didactic or Dialogical? The Shifting Nature of INGO Development Education Programming in England and Canada

Autor/in	Weber, Nadya
Titel	Didactic or Dialogical? The Shifting Nature of INGO Development Education Programming in England and Canada
Quelle	In: International Journal of Development Education and Global Learning, 6 (2017) 1, S.27-51 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Nongovernmental Organizations; International Organizations; Foreign Countries; Global Education; Citizenship Education; Models; Citizen Participation; United Kingdom (England); Canada + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Ausland; Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Analogiemodell; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kanada
Abstract	This paper looks at the changing nature of international development nongovernmental organizations' development education programming in England and Canada. A documentary analysis of the changes in Save the Children Canada and Save the Children UK's development education materials illuminates the shift in international development agencies' education programmes since the late 1990s. A review of a selection of materials produced by Save the Children UK and Save the Children Canada between 1999 and 2007 illustrates the trend of international development agencies moving away from programming that is longer-term, participatory, and dialogical with an emphasis on collective social change towards programming that is shorter-term, individualistic, and didactic, and which reinforces the status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01