Research article

Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation

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Abstract

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

Keywords: FAIR-MINDED CRITICAL THINKING, TRANSFORMATIVE LEARNING THEORY, IDEOLOGY, CRITIQUE, MULTIPLE PERSPECTIVES

How to Cite:

(2014) “Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation”, International Journal of Development Education and Global Learning 6(1), 5–25. doi: https://doi.org/10.18546/IJDEGL.06.1.02