ABSTRACT
This chapter focuses on how development education operates in practice, particularly in the formal education sector which is increasingly subjected to what Giroux describes as ‘neoliberal public pedagogy’. What are the constraints and supports for delivering development education at primary, post-primary and in higher education? What are the challenges to implementing what Brown describes as ‘fair-minded critical thinking’ which enables students to understand political power structures and imbalances without subjecting them to indoctrination. This chapter reflects on the delivery of a four-year UK development education project called The Global Learning Programme that aimed to enhance the capacity of teachers to strengthen the global understanding of their students through teacher professional learning opportunities. An assessment of the programme enables us to determine the policy and practice possibilities and limitations to integrating development education into mainstream delivery at all levels of the formal education system.
