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      Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation

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          Abstract

          This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

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          Author and article information

          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          IOE Press
          1756-5278
          24 April 2014
          : 6
          : 1
          : 5-25
          Article
          1756-5278(20140424)6:1L.5;1- s2.phd /ioep/ijdegl/2014/00000006/00000001/art00002
          10.18546/IJDEGL.06.1.02
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          International Journal of Development Education and Global Learning
          Volume 6, Issue 1

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