Education that Matters Teachers, Critical Pedagogy and Development Education at Local and Global Level

«'Education that Matters' is a huge contribution towards the nurturing of the needed communities and cultures we must invent. The editors have searched and found successful case studies of Development Education programmes that both inspire and work. The book has powerful stories that reveal high academic goals and standards, a strong sense of usefulness and the possibility of adaptation and replication.» (Charles Hopkins, United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, York University, Toronto)
«[...] this publication offers a number of excellent examples of how teachers, teacher educators and policy makers can embed DE in schools, and how such a focus can support learners to realise and address their interconnectedness to local and global issues of social justice, equality and power.» (Benjamin Mallon, Policy & Practice: A Development Education Review 17, 2013)

Mags Liddy is coordinator of the IDEA Research Community (part of the Irish Development Education Association) and a PhD candidate at the University of Limerick. She was a Research Associate with the Ubuntu Network from 2006 to 2010.
Marie Parker-Jenkins is Professor of Education in the Department of Education and Professional Studies and Director of the Research Centre for Education and Professional Practice at the University of Limerick.

«‘Education that Matters’ is a huge contribution towards the nurturing of the needed communities and cultures we must invent. The editors have searched and found successful case studies of Development Education programmes that both inspire and work. The book has powerful stories that reveal high academic goals and standards, a strong sense of usefulness and the possibility of adaptation and replication.» (Charles Hopkins, United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair, York University, Toronto)
«[...] this publication offers a number of excellent examples of how teachers, teacher educators and policy makers can embed DE in schools, and how such a focus can support learners to realise and address their interconnectedness to local and global issues of social justice, equality and power.» (Benjamin Mallon, Policy & Practice: A Development Education Review 17, 2013)