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“Development”: Does It (Still) Matter for Global Citizenship Education? Empirical Contributions to the Conceptual Debate

“Development”: Does It (Still) Matter for Global Citizenship Education? Empirical Contributions to the Conceptual Debate

Dalila P. Coelho, João Caramelo, Isabel Menezes
Copyright: © 2021 |Pages: 23
ISBN13: 9781799844020|ISBN10: 1799844021|ISBN13 Softcover: 9781799855873|EISBN13: 9781799844037
DOI: 10.4018/978-1-7998-4402-0.ch002
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MLA

P. Coelho, Dalila, et al. "“Development”: Does It (Still) Matter for Global Citizenship Education? Empirical Contributions to the Conceptual Debate." Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, edited by Sandra Saúde, et al., IGI Global, 2021, pp. 24-46. https://doi.org/10.4018/978-1-7998-4402-0.ch002

APA

P. Coelho, D., Caramelo, J., & Menezes, I. (2021). “Development”: Does It (Still) Matter for Global Citizenship Education? Empirical Contributions to the Conceptual Debate. In S. Saúde, M. Raposo, N. Pereira, & A. Rodrigues (Eds.), Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship (pp. 24-46). IGI Global. https://doi.org/10.4018/978-1-7998-4402-0.ch002

Chicago

P. Coelho, Dalila, João Caramelo, and Isabel Menezes. "“Development”: Does It (Still) Matter for Global Citizenship Education? Empirical Contributions to the Conceptual Debate." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, edited by Sandra Saúde, et al., 24-46. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4402-0.ch002

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Abstract

The current text aims to contribute to the conceptual debate on global citizenship education. It does so by presenting empirical results from a survey that aimed for a comprehensive understanding of representations and experiences of participants and practitioners of global citizenship education in Portugal. Specifically, this chapter presents empirical results that depict common imaginaries around “development” in the context of global citizenship education. The authors assert that despite a terminological shift that favours the idea of “global citizenship” over the idea of “development,” and the polysemic and problematic nature of development, the education at stake cannot be fully understood, problematized, or reconfigured without a clear discussion on development. The chapter aims to provide critical insights on this by looking at assumptions and actions connected to “global development”.

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