You can now browse materials relating to, and watch an edited video of, the 25 January webinar that saw ANGEL member and independent consultant Harm-Jan Fricke present and discuss the recent report International Development and Development Education: Challenging the Dominant Economic Paradigm?, commissioned by the Centre for Global Education and Financial Justice Ireland to explore the extent to which the development education/global citizenship education sector is engaging with (and challenging) neoliberalism, the dominant global economic paradigm.
The report explores why the INGO sector appears not to be engaging with the question of neoliberalism in a period of deepening economic crisis when education work with the public on the systemic causes of poverty seems long overdue.
This webinar, which also featured a lively workshop session, explored the importance for the sector of confronting these questions, and what the challenges and opportunities will be in doing so. The report's author delivers a brief presentation covering the methodology and findings, and afterwards, Stephen McCloskey, Director of the Centre for Global Education, provides a response. ANGEL Chair Doug Bourn acts as session Chair.
The research is primarily based on information from the sector in Ireland but draws on evidence from elsewhere in Europe too.
This video, and materials, will be relevant to both researchers and development education / INGO practitioners.
This webinar examines the conditions that promote and hinder cooperative, sustainable collaboration. The focus is on participation and the role of digitality as a challenge and opportunity for global interaction and democracy.
Read an interim report, and check out a highlights photo album, from ANGEL's big Berlin gathering
Carousel image attribution: "panoramio (2525)" by William “Patrick” Ma. Under CC 3.0
The establishment of this network and website has been made possible with funding support from the European Commission.
The activities and publications of the network are the responsibilities of the organisers, the Development Education Research Centre, and can in no way be seen as reflecting the views of the European Commission.
