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      Decolonizing development education policy: The case of Germany

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          Abstract

          Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of development education in Germany and sketches the recent, decade-long debate on post-colonial perspectives in the field. The article then puts forward how development education policy deals with the topics of development, colonialism and demographics. While colonial legacies had been a topic for debate in earlier times, a decidedly post-colonial critique only entered the field about a decade ago and continues to serve as a point of tension.

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          Author and article information

          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          UCL IOE Press
          1756-5278
          04 December 2018
          : 10
          : 2
          : 147-162
          Article
          1756-5278(20181204)10:2L.147;1- s4.phd /ioep/ijdegl/2018/00000010/00000002/art00004
          10.18546/IJDEGL.10.2.04
          Categories
          Research Articles

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          International Journal of Development Education and Global Learning
          Volume 10, Issue 2

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