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      Practitioner perspectives on learning for social change through non-formal global citizenship education

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      Education, Citizenship and Social Justice

      SAGE Publications

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          Abstract

          This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

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          Most cited references 32

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          What Kind of Citizen? The Politics of Educating for Democracy

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            Translating Theory into Practice and Walking Minefields: Lessons from the project 'Through Other Eyes'

            This paper reflects on the lessons learned in the design and development process of the project Through Other Eyes (TOE). It explores the justification and theoretical framework of TOE in the context of development education and global learning by outlining some of the challenges and tensions of translating postcolonial theory into pedagogical practice and of negotiating complex issues of language, representation and ownership in a context of North-South dialogue.
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              The Limits of Perspective Transformation: A Critique of Mezirow's Theory

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                Author and article information

                Journal
                Education, Citizenship and Social Justice
                Education, Citizenship and Social
                SAGE Publications
                1746-1979
                1746-1987
                March 2018
                August 20 2017
                March 2018
                : 13
                : 1
                : 81-97
                Affiliations
                [1 ]University of York, UK
                Article
                10.1177/1746197917723629
                © 2018

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