ABSTRACT
This chapter argues that the critical thinking skills, nuanced understanding and positive values and attitudes commensurate with good practice in development education need to be mainstreamed within internal non-governmental organisation induction and training programmes and external activities delivered to stakeholders. This chapter will begin by outlining the Southern origins of the global learning sector in the global North by discussing its main theoretical and practical inspiration in the work of Paulo Freire. It will consider the central elements of Freirean pedagogy: participative learning which draws upon the experiences of the learner in a dialogical process with the teacher; the central concept of praxis which combines analysis and action; the banking theory of education which refuted the ‘chalk and talk’ approach to learning; and the values, attitudes, skills and knowledge that support deeper and more sustained engagement with development issues by the learner. This chapter offers a re-appraisal of Freire’s seminar text in the context of popular nationalism, climate action and fake news.
