Reframing the Global Poverty and Inequality Narrative in Development Education through the Lens of Intersectionality

Autor/in	Gyoh, Son
Titel	Reframing the Global Poverty and Inequality Narrative in Development Education through the Lens of Intersectionality
Quelle	In: International Journal of Development Education and Global Learning, 10 (2018) 2, S.177-189 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Poverty; Global Approach; Disadvantaged; Social Justice; Development; Education; Global Education + Suchen Sie Ihr Suchwort? Armut; Globales Denken; Soziale Gerechtigkeit; Entwicklung; Bildung; Erziehung; Globales Lernen
Abstract	The effort to promote interdisciplinary research in development and global education risks the erosion of its core values by more theoretically established fields of development. This becomes urgent when little research attention is given to strengthening the theoretical foundation of core concepts and themes, such as global poverty and inequality, that are grounded in knowledge from field experience. This article responds to the influence of neoclassical literature about poverty and spatial inequality that propagates a discourse shift from poor countries to poor people. Intersectionality is explored as a paradigm that can reconcile this new thinking with the social justice pedagogy of development education and that enables an understanding of the asymmetries in current patterns of poverty and spatial inequality. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01