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      Why words matter: Deconstructing the discourses of development education practitioners in development NGOs in Portugal

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          Abstract

          Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development non-governmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its focus on processes, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North–South and development narratives attributed to development education.

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          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          UCL IOE Press
          1756-5278
          28 June 2018
          : 10
          : 1
          : 39-58
          Article
          1756-5278(20180628)10:1L.39;1- s4.phd /ioep/ijdegl/2018/00000010/00000001/art00004
          10.18546/IJDEGL.10.1.04
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          International Journal of Development Education and Global Learning
          Volume 10, Issue 1

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