Amy Skinner is a freelance educator working in the field of global education. She was the Research Co-ordinator for DEEEP4, a development education project within CONCORD - the European Confederation of Relief and Development NGOs. Matt Baillie Smith is Professor of International Development at Northumbria University, UK. Eleanor Brown is Lecturer in the Department of Education at the University of York, UK, where she is based in the Centre for Research on Education and Social Justice. Tobias Troll is European director of the EDGE Funders Alliance (Engaged Donors for Global Equity), a global network of social change foundations and philanthropists committed to a 'just transition'. He previously worked for DEEEP, CONCORD.

'This book is a valuable and original contribution to the critical literature on education and development. Its particular strengths lie in its avoidance of the trap of equating education with schooling and in its bringing together a diverse set of commentators, including activists as well as researchers.' - Professor Simon McGrath, School of Education, University of Nottingham, UK'I have been waiting for a book such as this to be published. There has been a growing concern in the development education field that the relationship between constructions of development and of education are not well articulated or understood, leading to practices that often unwittingly reinforce rather than challenge the status quo. The editors and authors of this book are well placed to provide such an analysis, coming as they do from both the fields of education and development, from a diverse range of spatial and cultural locations, and offering much needed alternatives for those wishing to transform their practice. It is going straight to the top of my reading list.' - Dr Fran Martin, Senior Lecturer in Education, University of Exeter, UK'This book is worth reading if you are interested in development or education, it will be essential reading for anyone wanting to rethink the relationships between development and education, and it will be a Bible for the truly disruptive.' - Dr Danny Sriskandarajah, Secretary General, CIVICUS, South Africa

• Part I: Rethinking education and development 1. A new development paradigm or business as usual? Exploring the relationship between the political subject and social change 2. Development as Systematic Learning and Capacity Building 3. Learning, Labour and Leisure 4. Practitioner perspective: Learning for Life Part II: Education and development alternatives 5. Ethno-development, education and development in Raqaypampa, Bolivia 6. Can dreams come true? Exploring transformative education and development through the experiences of La Verneda-Sant Marti, Catalunya, Spain 7. What do we mean by success? Comparing outcomes from Freirean adult education programmes in Brazil and Mozambique 8. Practitioner perspective: This revolution will not be schooled: How we are collectively improvising a ‘new story’ about learning Part III: Learning, agency and citizen engagement 9. Civic habitus: toward a pedagogy for citizen engagement 10. The future of development education: Transformational learning for a world citizens movement 11. Learning in the praxis of diaspora politics: understanding development as social justice 12. Practitioner perspective: The Critical and Creative Promise of Education: A Trans-local Approach to Hosting Learning Spaces Conclusion

Amy Skinner is a freelance educator working in the field of global education. She was the Research Co-ordinator for DEEEP4, a development education project within CONCORD - the European Confederation of Relief and Development NGOs. Matt Baillie Smith is Professor of International Development at Northumbria University, UK. Eleanor Brown is Lecturer in the Department of Education at the University of York, UK, where she is based in the Centre for Research on Education and Social Justice. Tobias Troll is European director of the EDGE Funders Alliance (Engaged Donors for Global Equity), a global network of social change foundations and philanthropists committed to a 'just transition'. He previously worked for DEEEP, CONCORD.

'This book is a valuable and original contribution to the critical literature on education and development. Its particular strengths lie in its avoidance of the trap of equating education with schooling and in its bringing together a diverse set of commentators, including activists as well as researchers.' - Professor Simon McGrath, School of Education, University of Nottingham, UK'I have been waiting for a book such as this to be published. There has been a growing concern in the development education field that the relationship between constructions of development and of education are not well articulated or understood, leading to practices that often unwittingly reinforce rather than challenge the status quo. The editors and authors of this book are well placed to provide such an analysis, coming as they do from both the fields of education and development, from a diverse range of spatial and cultural locations, and offering much needed alternatives for those wishing to transform their practice. It is going straight to the top of my reading list.' - Dr Fran Martin, Senior Lecturer in Education, University of Exeter, UK'This book is worth reading if you are interested in development or education, it will be essential reading for anyone wanting to rethink the relationships between development and education, and it will be a Bible for the truly disruptive.' - Dr Danny Sriskandarajah, Secretary General, CIVICUS, South Africa

• Part I: Rethinking education and development 1. A new development paradigm or business as usual? Exploring the relationship between the political subject and social change 2. Development as Systematic Learning and Capacity Building 3. Learning, Labour and Leisure 4. Practitioner perspective: Learning for Life Part II: Education and development alternatives 5. Ethno-development, education and development in Raqaypampa, Bolivia 6. Can dreams come true? Exploring transformative education and development through the experiences of La Verneda-Sant Marti, Catalunya, Spain 7. What do we mean by success? Comparing outcomes from Freirean adult education programmes in Brazil and Mozambique 8. Practitioner perspective: This revolution will not be schooled: How we are collectively improvising a ‘new story’ about learning Part III: Learning, agency and citizen engagement 9. Civic habitus: toward a pedagogy for citizen engagement 10. The future of development education: Transformational learning for a world citizens movement 11. Learning in the praxis of diaspora politics: understanding development as social justice 12. Practitioner perspective: The Critical and Creative Promise of Education: A Trans-local Approach to Hosting Learning Spaces Conclusion

Amy Skinner is a freelance educator working in the field of global education. She was the Research Co-ordinator for DEEEP4, a development education project within CONCORD - the European Confederation of Relief and Development NGOs. Matt Baillie Smith is Professor of International Development at Northumbria University, UK. Eleanor Brown is Lecturer in the Department of Education at the University of York, UK, where she is based in the Centre for Research on Education and Social Justice. Tobias Troll is European director of the EDGE Funders Alliance (Engaged Donors for Global Equity), a global network of social change foundations and philanthropists committed to a 'just transition'. He previously worked for DEEEP, CONCORD.

'This book is a valuable and original contribution to the critical literature on education and development. Its particular strengths lie in its avoidance of the trap of equating education with schooling and in its bringing together a diverse set of commentators, including activists as well as researchers.' - Professor Simon McGrath, School of Education, University of Nottingham, UK'I have been waiting for a book such as this to be published. There has been a growing concern in the development education field that the relationship between constructions of development and of education are not well articulated or understood, leading to practices that often unwittingly reinforce rather than challenge the status quo. The editors and authors of this book are well placed to provide such an analysis, coming as they do from both the fields of education and development, from a diverse range of spatial and cultural locations, and offering much needed alternatives for those wishing to transform their practice. It is going straight to the top of my reading list.' - Dr Fran Martin, Senior Lecturer in Education, University of Exeter, UK'This book is worth reading if you are interested in development or education, it will be essential reading for anyone wanting to rethink the relationships between development and education, and it will be a Bible for the truly disruptive.' - Dr Danny Sriskandarajah, Secretary General, CIVICUS, South Africa

• Part I: Rethinking education and development 1. A new development paradigm or business as usual? Exploring the relationship between the political subject and social change 2. Development as Systematic Learning and Capacity Building 3. Learning, Labour and Leisure 4. Practitioner perspective: Learning for Life Part II: Education and development alternatives 5. Ethno-development, education and development in Raqaypampa, Bolivia 6. Can dreams come true? Exploring transformative education and development through the experiences of La Verneda-Sant Marti, Catalunya, Spain 7. What do we mean by success? Comparing outcomes from Freirean adult education programmes in Brazil and Mozambique 8. Practitioner perspective: This revolution will not be schooled: How we are collectively improvising a ‘new story’ about learning Part III: Learning, agency and citizen engagement 9. Civic habitus: toward a pedagogy for citizen engagement 10. The future of development education: Transformational learning for a world citizens movement 11. Learning in the praxis of diaspora politics: understanding development as social justice 12. Practitioner perspective: The Critical and Creative Promise of Education: A Trans-local Approach to Hosting Learning Spaces Conclusion