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      Didactic or Dialogical? The shifting nature of INGO development education programming in England and Canada

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          Abstract

          This paper looks at the changing nature of international development non-governmental organizations' development education programming in England and Canada. A documentary analysis of the changes in Save the Children Canada and Save the Children UK's development education materials illuminates the shift in international development agencies' education programmes since the late 1990s. A review of a selection of materials produced by Save the Children UK and Save the Children Canada between 1999 and 2007 illustrates the trend of international development agencies moving away from programming that is longer-term, participatory, and dialogical with an emphasis on collective social change towards programming that is shorter-term, individualistic, and didactic, and which reinforces the status quo.

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          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
          : 27-51
          Article
          1756-5278(20140424)6:1L.27;1- s3.phd /ioep/ijdegl/2014/00000006/00000001/art00003
          10.18546/IJDEGL.06.1.03
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          International Journal of Development Education and Global Learning
          Volume 6, Issue 1

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