Strong questions and weak answers. Discussing CONCORD DARE Forum’s universalistic values from activist citizenship perspectives

The paper analyses current trends in the definition and positioning of “development education” by European development education actors in relation to the European Commission and the Member States’ policies in this field. It claims that development education should go beyond a narrow focus and relation with the European Commission and the Member States’ development co-operation policy. Based on data collected during the recent DEAR Study (2010) the paper suggests that in addressing global issues from a transformative learning perspective, a postcolonial turn would require development education to acknowledge a diversity of resistance practices while promoting consistent alternatives to the growth paradigm, i.e. considering a radical conception of Citizenship Education, engaging with issues of power.