Literature Review Overcoming Poverty

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Chapter 2: Literature Review

‘Overcoming poverty is not a gesture of charity. It is an act of justice’ Nelson Mandela, 2005

2.1 Introduction
This chapter will examine literature regarding the prevailing perceptions of the South in the education system in Ireland. It will begin by setting the context; examining the prevalence of a charitable narrative in the North, and the implications of this not just for the South, but also for the increasingly diverse classrooms of twenty-first century Ireland. The ‘development as charity’ motif will be examined through the lens of the Freirean concept of ‘assistencialism’ (Freire, 1973). Postcolonial theory and modernisation theory will form the theoretical framework for examining the presence
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He contends that these ‘educations’ should be inherently linked to historical processes such as imperialism and colonialism, which he argues have played a significant role in the creation of people’s perceptions and attitudes. Similarly, Coulby (2006) argues that intercultural education should facilitate transcultural collaboration and provide opportunities to critically examine Western hegemony of knowledge, Eurocentric education, neo-colonialism and neoliberal agendas. Fiedler (2007) suggests that acknowledging responsibilities and conceptualising injustices are essential components of intercultural education. He contends that the challenge for teachers to integrate a global and social justice perspective in their teaching is not merely about imparting skills and attitudes; he claims that it is also about questioning the underlying presumptions of different contexts and situations. Thus, through a discourse devoid of a political and historical dimension, both development education and intercultural education may risk reproducing the cycle of
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