The International Journal of Development Education and Global Learning is an internationally refereed journal that publishes the outcomes of research and current debates on development education and related concepts such as global learning, global education, and global citizenship. The journal is fully open access. It publishes two issues per year, in June and December. There are no article processing charges. It is free to write for and free to read.


Vol. 11, No. 2, December 2019



Clare BENTALL – Editorial. DOI https://doi.org/10.18546/IJDEGL.11.2.01

Simon ETEN and Albert Kojo QUAINOO – What are the critical dimensions in Ghana’s senior high school social studies curriculum? Under the lens of a critical global citizenship education framework.
DOI https://doi.org/10.18546/IJDEGL.11.2.02

Eleanor J. BROWN and Laura Louise NICKLIN – Spitting rhymes and changing minds: Global youth work through hip-hop.
DOI https://doi.org/10.18546/IJDEGL.11.2.03

Linda CLARKE and Lesley Abbott – Seeking equilibrium between a social justice and a charity stance towards global learning among Northern Ireland pupils.
DOI https://doi.org/10.18546/IJDEGL.11.2.04

Anna-Leena RIITAOJA, Hanna POSTI-AHOKAS and Hille JANHONEN-ABRUQUAH – North– South–South collaboration as a context for collaborative learning and thinking with alternative knowledges.
DOI https://doi.org/10.18546/IJDEGL.11.2.05

Helen UNDERHILL – Agonistic possibilities for global unlearning: Constraints to learning within global citizenship education and social movements.
DOI https://doi.org/10.18546/IJDEGL.11.2.06

Gonzalo OBELLEIRO – Book review: Value-Creating Global Citizenship: Engaging Gandhi, Makiguchi, and Ikeda as examples, by Namrata Sharma.
DOI https://doi.org/10.18546/IJDEGL.11.2.07


Aims and scope

The journal is an academic response to the increased public and educational interest in learning and understanding about the wider world. It offers greater understanding of the reasons for global inequality and how global issues such as poverty affect people’s everyday lives. It critically explores international development issues so as to help people develop the practical skills and confidence to make positive changes, both locally and globally.

This is the first academic journal specifically to address these matters. Development education and related areas such as global learning have their roots primarily in the practice of non-governmental organisations. The journal brings to the international academic and research community the richness and importance of this neglected academic area. Its purpose is to help advance theoretical and empirical understanding of development education and global learning through a focus on research and reviewing policy and practice in the field.

The content will reflect international debates and understanding of public support for global development issues. The journal also carries book reviews.

The criteria for papers are that they are analytical and critical, and that the ideas being discussed are transferable to other educational systems and cultures and accessible to an international audience.

Themes for future issues are: the pedagogy of teacher education and global learning; research from multiple epistemologies; impact and evaluation; and policy and practice.

The journal has an internationally renowned editorial board of academics from around the world and will involve civil society bodies and NGOs through specially commissioned articles that review practice in different countries.

It has been founded at the Development Education Research Centre under its Director, Dr Douglas Bourn at the UCL Institute of Education.

ISSB 1756-5278 (online)

Calls for papers

The editor invites you to submit papers on all aspects of development education and global learning from any educational context worldwide. We especially welcome articles of around 6,000 words that explore the links between research, policy, and practice, as well as those which critically reflect on appropriate approaches to research and pedagogy within development education and global learning. We also particularly aim to publish articles from different parts of the world in order to ensure a diversity of voices and perspectives are heard.

We consider other types of content, such as a research ‘conversation’ between two or more academics, succinct analysis (2,000–3,000 words) of a current issue in development education or global learning, or a report about ongoing research. Please submit articles to ​the journal’s editor, Dr Clare Bentall.

Every issue of the journal features reviews of books on development education and global learning. Please send your reviews to the book reviews editor, Madeleine Le Bourdon: m.lebourdon@qmul.ac.uk.



The Policy Environment for Development Education and Global Learning, edited by Clare Bentall

For publication December 2020

  • Expressions of interest invited until 1 February 2020
  • Deadline for draft papers 31 March 2020

This is a joint call for papers from four development education journals across Europe:

The journals are seeking contributions in different languages on the theme The Policy Environment for Development Education and Global Learning, with the aim to take stock collectively of how national and international policies are interacting with the development education (DE) and global learning sector. This collaboration enables authors of different types of articles – from research through to opinion and practitioner pieces – and writing in different languages to contribute to a single debate.

This call is being launched at a particularly precarious period in our history. We are facing a climate emergency threatening a mass extinction of biodiversity and social upheaval for people on the frontline of global warming. In some contexts, scepticism towards the urgency of climate change is leading to the exploitation rather than protection of the environment. In contrast, a global mass movement, initiated by school children, is demanding action. The Maastricht Declaration of 2002 on Global Learning places ‘greater justice, equity and human rights for all’ at its heart. Yet the social component of sustainability threatens to be overlooked in educational policy and practice. This call asks for contributions exploring how issues of global social justice can be addressed through education and how this is affected by the current policy environment.

Globally, the dominant policy paradigm for development education is found in the 17 Sustainable Development Goals, adopted by United Nations Member States in 2015, to provide ‘a shared blueprint for peace and prosperity for people and the planet, now and into the future’. Development educators have seized upon SDG 4.7, with its aim to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development’, as a policy impetus for the sector both locally and internationally. However, policy environments for development education and global learning are under strain. For example, within the European Union, funding for Hub 4 on Global Citizenship Education in Concord, the collaborative network of NGOs across Europe, is threatened.

Within this context there is a need to examine critically the interrelationship between this policy environment and the work of development education and global learning educators to carry out their mission of achieving global social justice.

Contributors could consider, through empirical work or theoretical discussion:

  • The impact of the policy environment for development education and global learning on practice.
  • The development of the discourse of social and economic justice within development education and global learning historically, and in specific national contexts.
  • The role of the SDGs in framing educational and policy responses.
  • Innovative policies that support development education and global learning in the current context of a climate emergency, rising levels of xenophobia and attacks on migrants, the shift to the far right in countries across the world, and reduced funding for our work.
  • Examples of good practice in response to policy in development education and global learning in the formal and informal education sectors.
  • The link between policy and processes of learning and action in development education and global learning.
  • Theoretical explorations of the link between policy and practice in development education and global learning.
  • How national policies are promoting or constraining radical development education and global learning responses aiming for citizen action on global social justice.

We welcome contributions focusing on research and / or practice, in formal and non-formal education contexts, in the global South and North (including North-South cooperation). Contributors should send their expressions of interest or abstracts to the journal of their choice in the first instance. Contributors should visit the journal links above and note (a) the aims and scope of each journal, and (b) the journal-specific submission guidelines and timelines to publication.

 Submitting abstracts and articles to this journal

  • Articles are subject to full peer review.
  • Please send abstracts, outlines and expressions of interest for International Journal of Development Education and Global Learning to Dr Clare Bentall (c.bentall@ucl.ac.uk)
  • Expressions of interest (via email, abstract or draft article) accepted until 1 February 2020.
  • Deadline for article submissions, 31 March 2020.
  • Informal enquiries are welcome, and submission at any time ahead of the deadlines is welcome.

Notes for authors are available on the journal website.


Notes for Authors

Manuscripts (as WORD attachments) should be sent to: c.bentall@ucl.ac.uk. Book review queries should be sent to: m.lebourdon@qmul.ac.uk.

Articles should be original. Should any material overlap with material which the author has published elsewhere in another language other than English, this should be made clear when the article is submitted. All articles will be refereed by members of the editorial board and other internationally renowned academics, which may lead to suggestions for the improvement of the article. The author’s final draft will be edited and corrected by the journal’s final editor.

Main articles should be between 3,000 and 8,000 words, including abstracts and referencing. An abstract of 8-120 words in English should be provided at the beginning of the article. It is recommended that an outline of a proposed article is sent in advance of submitting the article.

Authors should prepare and send two versions of their manuscript. One should be a complete text, including author details and short professional biographies of each author, while in the second all document information identifying the author should be removed from files to allow them to be sent anonymously to referees.

Tables and captions to illustrations

Tables and captions to illustrations must be typed out on separate sheets and not included as part of the text. The captions to illustrations should be gathered together and also typed out on a separate sheet. Tables and figures should be numbered in Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to symbols.


Please supply one set of artwork in a finished form suitable for reproduction. Figures will not normally be redrawn by the Publisher.

Reference style and format

The Editorial style sheet contains a full explanation of style and referencing for articles.

References should be indicated in the typescript like so: (Author surname, year: page number). If the book has more than 2 authors, you should us et al. after the first author’s surname instead of listing them all. If several papers by the same author and from the same year are cited, a, b, c, etc. should be put after the year of publication. The references should be listed in full at the end of the paper in the following standard forms:

For books:

Gaine, C. (2006) We’re All White Thanks: The persisting myth about white schools. Stoke on Trent: Trentham.

For articles:

Radia-Bond, B. (2005) ‘Mixed blessings: Understanding children of mixed heritage’. Race Equality Teaching, 24 (1), 25–9.

For chapters:

Devitt, M. (1990) ‘A narrow representation theory of the mind: Subtitles should start with a capital letter’. In W. Lycan (ed.), Mind and Cognition. Oxford: Blackwell.

For online:

Newman, M. (1997) ‘In search of food security’. Online. www.marketreport.com/security.htm (accessed 4 December 2007).

End notes should be kept to a minimum. They should be numbered consecutively throughout the article, and should immediately precede the ‘References’ section.

Open access and self archiving

  1. The International Journal of Development Education and Global Learning is an open-access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to distribute, remix, tweak and build upon their work, even commercially, as long as credit is given for the original creation. Authors also warrant that any work by third parties reproduced within their own work may be shared or adapted in the same way.
  2. UCL IOE Press makes no charges of any kind for submission to, publication in, or access to the International Journal of Development Education and Global Learning. Once published, your article will be online on the ingentaconnect journals platform, where it will be available for anyone to read or download without charge.
  3. Authors may self-archive both preprint and accepted versions of their article at any time provided that, on publication, it is replaced by the final published version.


Clare Bentall UCL Institute of Education, UK

Book reviews editor

Madeleine Le Bourdon Queen Mary University of London, UK

International editorial board


Philip Bamber Liverpool Hope University, United Kingdom

Tine Beneker Utrecht University, The Netherlands

April Biccum Australian National University, Australia

Nicole Blum UCL Institute of Education, United Kingdom

Douglas Bourn UCL Institute of Education, United Kingdom

Pei-I Chou National Sun Yat-sen University, Taiwan

Neda Forghani-Arani University of Vienna, Austria

Katarzyna Jasikowska Jagiellonian University in Krakow, Poland

Su-ming Khoo National University of Ireland, Galway, Ireland

Ajay Kumar Jawaharlal Nehru University, India

Gregor Lang-Wojtasik University of Education, Weingarten, Germany

Elina Lehtomäki University of Oulu, Finland

Karena Menzie Central Queensland University, Australia

Silvia Moraes Federal University of Ceara, Brazil

Alun Morgan University of Plymouth, United Kingdom

Tania Ramalho State University of New York at Oswego, USA

Annette Scheunpflug University of Bamberg, Germany

Chris Shiel Bournemouth University, UK

Lynette Shultz University of Alberta, Canada

Rachel Tallon Wellington Institute of Technology, New Zealand

Massimiliano Tarozzi UCL Institute of Education, United Kingdom & University of Bologna, Italy

Yusuf Waghid Stellenbosch University, South Africa

Liam Wegimont Global Education Network, Europe

Su Yeon Park Korea International Cooperation Agency, South Korea

Hiro Yumoto Utsunomiya University, Japan