ABSTRACT
In times of financial crisis, ‘emerging powers’, rising inequality both within countries and globally, accelerating climate change and loss of biodiversity, academics (e.g. Raskin et al., 2002) and civil society alike (e.g. Nilles and Auclair, 2013) are questioning traditional cornerstones of international development work such as the framing of development co-operation (in terms of donors and recipients or ‘North’ and ‘South’) and the uncritical promotion of economic growth. In a rapidly changing global development context, what does the growing critique of narrow and traditional conceptions of development mean for the identity, concept and purpose of development education?
