ABSTRACT
North as ‘giver’ and South as ‘receiver’ are privileged over accounts which recognise the structural causes of global inequality and the agency of actors in the global South. Short-lived mass campaigns, such as Make Poverty History, have only effected temporary changes in those perceptions (Darnton and Kirk, 2011, p. 5). Whilst it has been marginalised in development scholarship and practice and remains a contested field of activity, development education works to foster more critical and ref lexive understandings. It does this in the belief that these will produce more active global citizens and better informed engagements with the causes rather than effects of global poverty and injustice.
