ABSTRACT
This chapter summarises the main components of development education in terms of the different definitions that exist today, and suggests a possible typology as to how the term could be interpreted. It covers the perspectives of both non-governmental organizations (NGOs) and policy-makers; and viewpoints from both donor aid countries and the Global South. The chapter suggests that a number of interpretations of development education have become subsumed within broader themes such as Global Education or mainstream educational programmes. However there is evidence through the policy statements of governments, the increasing engagement of academics, and the impact within schools, of an emerging body of practice that locates development education as a pedagogy for global social justice. Within many policy statements of international bodies such as the Organisation for Economic Cooperation and Development (OECD) or the European Commission or specific national governments, there have been references to communication about development policies and programmes with a specific educational focus.
