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.

Today's learners are faced with an unprecedented set of global and local development challenges, yet so much education on offer is based on yesterday's thinkers, ideas and lessons. This book argues that development education should be embedded into the curriculum, where it has the potential to strengthen democracy and create a more equal society.

Contents: Charles Hopkins: Foreword - Marie Parker-Jenkins/Mags Liddy: Why This Book?: Rationale and Organisation of the Book - Marie Parker-Jenkins/Mags Liddy: Introduction - Mags Liddy/Roland Tormey: A Question of Knowledge - Martin Fitzgerald: Development Education: Moral Challenge or Educational Opportunity? - Audrey Bryan: Using Development-themed Film to Promote a Pedagogy of Discomfort - Michael Ryan: Development Education as Place Based Learning - Fiona King: Merging the Aesthetic With the Issue: Exploring Development Education Through a Visual Arts Lens - Charlotte Holland/Carmel Mulcahy: Information Communication Technology and Development Education - Elaine Nevin: A Whole School Approach - Marie Parker-Jenkins/Mags Liddy: Final Thoughts.

Today's learners are faced with an unprecedented set of global and local development challenges, yet so much of the education on offer is based on yesterday's thinkers, yesterday's ideas and yesterday's lessons. A time of change requires new approaches to teaching and learning which have relevance to learners' everyday lives now and in the future. This book argues that Development Education needs to be embedded into the curriculum, where it has the potential to strengthen democracy and create a more egalitarian society. It employs the concept of critical pedagogy as a teaching approach which has the capacity to impact on learners' future decisions.
The book offers a highly accessible and innovative approach to Development Education, challenging teachers to engage with global issues. It demonstrates how knowledge and content, teaching methodologies and global issues can be embedded in education programmes. Drawing on five years of research and practice by leading educators across twelve universities and colleges of education, the book demonstrates the innovative work of the Ubuntu Network project and places it in the international context of rethinking and reorientating education.