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2011 - 55th Annual Conference of the Comparative and International Education Society Words: 230 words || 
1. Weber, Nadya. "NGO-produced global education programming in Canada and the United Kingdom: Reconciling global education ideals with national and international interests" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2019-08-22 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The intent of this study is to explore how fundraising affects NGO-production of global programming. The study highlights the socio-political and institutional normative frameworks on the national and international levels over the past 50 years, within which funding protocols are created, in juxtaposition with the personal global education ideals of global education practitioners in Canada and the United Kingdom. The theoretical framework for this study is a set of Weberian ideal-typical normative models of NGO-produced global education programming based on global education theory from the literature.
The data was gathered using a qualitative approach, including conducting interviews with a cross-section of global education practitioners in the United Kingdom and Canada, a review of historical international development NGO document collections, and international development and global education-related government policy documents. Interest in global education programming and, indeed, poverty eradication itself are fed by individual, yet collective ideals, which are often at odds with the ideals of their organizations and funding agencies. Social movements in the 1960s to 1980s had a greater impact on the global education sector, which operated more loosely as solidarity work, as opposed to global education’s current “professionalized” and pared down role in NGOs. Presently, campaign departments are taking precedent over education departments within organizations, and in some cases education is disappearing completely from NGOs’ priorities leaving the responsibility of creating global education programming to an overtaxed formal education sector.

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