“Development”

The current text aims to contribute to the conceptual debate on global citizenship education. It does so by presenting empirical results from a survey that aimed for a comprehensive understanding of representations and experiences of participants and practitioners of global citizenship education in Portugal. Specifically, this chapter presents empirical results that depict common imaginaries around “development” in the context of global citizenship education. The authors assert that despite a terminological shift that favours the idea of “global citizenship” over the idea of “development,” and the polysemic and problematic nature of development, the education at stake cannot be fully understood, problematized, or reconfigured without a clear discussion on development. The chapter aims to provide critical insights on this by looking at assumptions and actions connected to “global development”.