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Decolonizing Development Education Policy: The Case of Germany

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Title: Decolonizing Development Education Policy: The Case of Germany
Language: English
Authors: Bendix, Daniel
Source: International Journal of Development Education and Global Learning. 2018 10(2):147-162.
Availability: UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Educational Policy, Criticism, Educational History, Foreign Policy, Global Approach, Educational Change, Policy Analysis, Social Justice, Governance, Social Differences, Sustainable Development, Economic Development, Theories, Racial Bias
Geographic Terms: Germany
ISSN: 1756-526X
Abstract: Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of development education in Germany and sketches the recent, decade-long debate on post-colonial perspectives in the field. The article then puts forward how development education policy deals with the topics of development, colonialism and demographics. While colonial legacies had been a topic for debate in earlier times, a decidedly post-colonial critique only entered the field about a decade ago and continues to serve as a point of tension.
Abstractor: As Provided
Number of References: 62
Entry Date: 2018
Accession Number: EJ1199510
Database: ERIC
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  Data: UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
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  Data: Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of development education in Germany and sketches the recent, decade-long debate on post-colonial perspectives in the field. The article then puts forward how development education policy deals with the topics of development, colonialism and demographics. While colonial legacies had been a topic for debate in earlier times, a decidedly post-colonial critique only entered the field about a decade ago and continues to serve as a point of tension.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Policy
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      – SubjectFull: Racial Bias
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      – SubjectFull: Germany
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