Abstract
In this paper I analyse the state of development education (DE) in Spain, considering the specific context of the country, its history and the challenges it currently faces. I provide a review of the overall policy framework, highlighting the Spanish Cooperation Strategy on DE as a significant turning point in the consolidation of DE. Theoretical development is explained and the role of the main stakeholders, such as public bodies, non-governmental development organizations (NGDOs) and schools are discussed. I evaluate the roles that all of these organizations have played in promoting DE in compulsory education. The conclusions assess some of the strengths and weaknesses of DE in Spain as well as some of the current challenges.
Highlights
In Spain, the term development education (DE) is used to define a field of work which in other countries is known as global learning (Britain or Austria) or global education (Poland or Finland)
Without entering a debate over international terminology, which has been widely discussed in other works (Fricke et al, 2015; Bourn, 2014; Scheunpflug and Asbrand, 2006), it is important to note that in Spain there has been a historical journey which has led us to what is considered today to be sixth generation DE, or ‘post-development education’: ’educación al postdesarrollo’ (Lozano Raya, 2009)
There is a broad consensus on what DE means, with increasing support being given to fifth-generation DE (DE for global citizenship) by those who are committed to discussing what challenges globalization presents to all citizens
Summary
In Spain, the term development education (DE) is used to define a field of work which in other countries is known as global learning (Britain or Austria) or global education (Poland or Finland). Without entering a debate over international terminology, which has been widely discussed in other works (Fricke et al, 2015; Bourn, 2014; Scheunpflug and Asbrand, 2006), it is important to note that in Spain there has been a historical journey which has led us to what is considered today to be sixth generation DE, or ‘post-development education’: ’educación al postdesarrollo’ (Lozano Raya, 2009) This can be defined as an approach born from the most critical theories based on an economist view of development which challenges the previously accepted approach for which there was theoretical consensus in the country, that is, DE for a global/universal citizenship. The objective of DE was to make civil societies of the North more aware of the world situation and create a feeling of solidarity with countries of the South as well as encouraging critical analysis of the way that some governments dominate others (Ortega Carpio, 2007a)
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